Abstract
<p>Many studies conducted on the Higher Education Students Loans Board (HESLB) have mostly concentrated on its success, sustainability and effectiveness on loans issuance and repayment. None had focused on its performance towards human capital investment. This study sought to explain and analyze HESLB’s performance in human capital investment, which in this study has been operationalized as financing of higher education.</p><p>The study retraced the development of Higher education financing from early days of independence in Tanzania to the inception and operationalization of the HESLB. Data were collected, analyzed and interpreted with view to answering research questions on the performance of the HESLB.</p><p>It was concluded that despite the increasing budgeting trend in favour of the loans board, its ability to sustain itself through education loan repayment was still minimal, which can be interpreted as HESLB’s little contribution to human capital investment. It was suggested the financing strategy of higher education in Tanzania for sustainable human capital investment be re-analyzed to ensure economic growth and development of the country.</p>
Highlights
1.1 Background to the ProblemThe Higher Education Students Loans Board (HESLB) tugs along a long history of the United Republic of Tanzania government’s attempts and efforts to finance higher education
The logic of looking at the budget lies in the fact that as most of the HESLB finances seem to come from the Ministry of Education and Vocational Training (MoEVT) budget
This study, Performance of the Higher Education Students Loan Board (HESLB) in Human Capital Investment from 2005-2015, was aimed at critically assessing the performance of the board towards financing higher education, which was operationalized in the study to imply investment in human capital through provision of loans to students wishing to pursue higher education in Tanzania and abroad
Summary
1.1 Background to the ProblemThe Higher Education Students Loans Board (HESLB) tugs along a long history of the United Republic of Tanzania government’s attempts and efforts to finance higher education. It is important to note that the board started as an idea for cost sharing, shifting some of or all the burden of financing higher education to other stakeholders, other than the government. Bruce Johnstone (2004) defines cost sharing as a “worldwide phenomenon in which the burden of costs of higher education is shifted from exclusive or near exclusive of independence of the government/or tax payer to some reliance on the parents and or students to cover the living costs of students”. Various scholars have suggested Tanzania has passed through six distinct stages of higher education financing. These stages are: 1.1.1 Colonial Era to Independence (1950s-1964)
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