Equipping technical professionals with pedagogical skills is key to improving the quality of education and promoting sustainable socio-economic development across Africa. However, in many cases, such as in East Africa, the increase in the number of technically trained professionals has not been accompanied by an increase in the number of vocational teachers with pedagogical qualifications. This study examines the structural causes of the shortage of technically and vocationally qualified teachers with formal teacher training. Based on literature sources and fieldwork in East Africa, the research highlights that although technical expertise exists, there are no structured pathways for engineers to enter the teaching profession. This is one of the obstacles to effective knowledge transfer. The problem is not only quantitative but also systemic, rooted in inadequate training programs and fragmented, diverse backgrounds. The study calls for demand-driven reforms tailored to local needs, regional cooperation, and international support that takes cultural considerations into account.