Abstract
Higher education (HE) is expanding internationally driven by governments’ dual concern to develop human capital that will contribute to economic growth and individuals’ desire to expand their capabilities. However, as participation in HE expands, national governments are no longer able or willing to meet the costs but rather they prefer to use student loans strategy.This study explores how student loans decisions in Tanzania constrain or enhance capability of students from low-socio-economic backgrounds. The study is guided by Amartya Sen’s Capability Approach (CA). Loan policy implementations are explored from the perspective of twelve students from low-socio-economic status (SES) backgrounds studying in the Universities of Dar-es salaam and Tumaini University Dar es Salaam. Through one to one in-depth interviews, they were invited to share their stories of applying for and distribution of loans. Findings show a discrepancy between the purposes of the financial assistance policy and the practice of loans distribution. The financial assistance policy, Higher Education Student Loans Board (HESLB) Act and HESLB regulations guarantee loans for poor students but in practice the proclaimed opportunity is unreliable. For instance, in 2017/2018 academic year loans were distributed based on clusters of academic programmes. The loans were guaranteed to students who are registered for education, Engineering, physical sciences and mathematics programmes only, grouped as cluster I and II. Chance to access loans for students who are registered for Humanities, Law, languages and other social science programmes, grouped as cluster III, is uncertain. This study recommends that, HESLB revise its criteria for issuance of loans in order to enhance capability of students from low- SES backgrounds of choosing to pursue their preferred occupations. Keywords: Capability; Higher Education; Loans accessibility; Student loans; Student from low SES backgrounds. DOI : 10.7176/JEP/10-3-07
Highlights
Higher education is perceived for example by the United Nations Educational, Scientific & Cultural Organization (UNESCO) and the World Bank (WB) group to be vital for facilitating national growth, as well as the development of individuals and the society
The study focuses on the opportunity of students from low socio-economic status (SES) to access student loans, to choose the programme of study, and join a career that they want
Findings and discussion Experience from the field reveals that loan decisions in Tanzania, are made by loans allocation officers in Higher Education Student Loans Board (HESLB), the concern of this study is to explore the extent to which loan decisions constrain or enhance an individual’s capability to participate fully in Higher education (HE)
Summary
Higher education is perceived for example by the United Nations Educational, Scientific & Cultural Organization (UNESCO) and the World Bank (WB) group to be vital for facilitating national growth, as well as the development of individuals and the society. Walker and Boni (2013) explains that HE forms people’s capabilities, such as their freedom to be and to do in ways they have reason to value (Sen, 1999), and to achieve wellbeing and agency social arrangements are required to support capability formation. It is a concern of UNESCO and of human rights organizations that due to its role in facilitating individual, social as well as economic development, HE should be made accessible to all who have relevant academic qualifications (UNESCO 1998, article 3a). In Tanzania, the use of student loan scheme is a common mechanism of distributing funds especially to students from the low socio-economic status (SES) backgrounds who are enrolled in the local HEIs
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
