Loan Board Research Articles

A Study of Students Loan Procedure in Selected Countries for Effective Implementation of Nigeria Education Loan Fund (NELF)

Nigerian students’ loan board was created in 1972 to provide financial support to Nigerian students in different tertiary institutions. The Nigerian Government reactivated the students loan scheme by passing a bill in 2023. It is therefore, necessary to examine the loan procedures in other countries for better implementation in Nigeria. This work examined the loan procedures from five selected countries. The intention was to extract relevant information on best practices and weaknesses of students’ loan scheme in those countries for effective implementation of the Nigeria Education Loan Fund (NELF). The work was based on secondary data; thus, information was collected from articles in journals, Books, internet and other related publications. The study revealed that most students loan scheme in Africa are faced with several problems such as difficulties to create credible loan board, identifying right loan beneficiaries, sustainability, reliable database, instituting an effective and efficient loan disbursement and loan recovery. The work thus provides suggestions on how to strengthen Nigeria Education Loan fund from information extracted from the study.

Roles of Instructors in Enhancing Open and Distance Learning (ODL) Towards Learners’ Academic Progress in Iringa Municipality, Tanzania

Most of the Open and Distance Learning students face the challenges of poor academic progress when they relay on private and self-learning without any assistance from the teachers (instructors). Therefore, this study assessed the role of Instructors in Enhancing Open and Distance Learning (ODL) Towards Learners’ Academic Progress in Iringa Municipality, Tanzania. Specifically, the study had two research questions namely: What are the services performed by instructors in enhancing learning through ODL in Iringa Municipality? What are the impacts of instructors in facilitating ODL learners toward academic performance? The study was methodologically operationalized by qualitative research approach and was guided by case study design. The target population was the Regional Resident Tutor, instructors and students from Open and Distance Learning (ODL). The total sample size involved 40 respondents. Data was collected through interview and focus group discussion methods. The data were analysed through the use of thematic analysis. The findings of this study revealed that provision of study materials such as modules and notes for further reading, face-to-face meetings, and guidance and counselling services are the services provided by ODL. Furthermore, this study revealed out that instructors have a great role in Open and Distance Learning leaners since, the guidance and counselling services provided to the students help them in various ways such as improving their studying skills and techniques. It is concluded that Tanzania government under the High Education Students Loan Board (HESLB) should provide loans even for ODL students to reduce the cost of education such as tuition fee, stationery, accommodation and meal. Finally, the government should oversee again the cost of ODL if possible, there is also a need to reduce the tuition fee and improve the infrastructure and resources such as libraries, classes and ICT facilities and services.

Higher Education Student Loans and Enrolment in India, Ghana, Kenya, Tanzania and Uganda

The study uses generalised least squares (GLS), descriptive, phenomenological and mixed methods to examine the effects of higher education (HE) loans on tertiary education enrolment in India, Ghana, Kenya, Tanzania and Uganda. The data sets employed in the empirical analyses were obtained from the United Nations Educational Scientific and Cultural Organisation (UNESCO), India Educational Statistics, the Ghana Ministry of Education, the Kenya Higher Education Loan Board, the Student Loan Financing Board of Tanzania and the Uganda Ministry of Education and Sports. The paper examines the HE student loan schemes introduced and implemented in Ghana, India, Kenya, Tanzania and Uganda through commercial banks, public banks or governments along with their respective effects on higher education enrolment. Empirical results show that boosting higher education is a student loan phenomenon. Meanwhile, in the last two decades, student loan schemes performed better in India, Ghana, Kenya, and Tanzania than in Uganda. To become as successful as India in implementing the HE student loan scheme and improve HE enrolment, the paper suggests that the Government of Uganda must formulate a more comprehensive education loan scheme in consultation with the Bank of Uganda and other banks in Uganda.

Influence of Academic Admission Qualifications on Student Skills Development in Public Technical Training Institutions in Kenya

Technical education skills development is one of the strategies Kenya needs for the achievement of sustainable transformative development. The role the technical institutions play in the achievement of this goal cannot be significant without relevant academic admission qualifications. The objective of the study was to examine the influence of academic admission qualifications on student skills development in public technical training institutions in Kenya. Focusing on Diploma final year 2021 students Clothing Technology and Building and Construction Technology, the study population included 49 technical institutions recognized by Technical Vocational Education and Training Authority, Kenya National Examination Council, and Higher Education Loan Board (HELB) not later than 2018, 49 principals, 348 lecturers and 4,999 students from which a sample of 11 principals, 100 lecturers and 100 students was determined using Fisher (1998) and Bartlett et al, (2001) sample determination formulae. Simple random sampling method was used in sample selection. Contacted participants included 8 principals. 80 lecturers and 80 students. response rate included 100% for principals, 69(86.25%) for lecturers and 70(87.5%) for students. The study was anchored to the Convergence parallel mixed research design. Data was collected by means of questionnaires, document analysis guide and interview schedules. Qualitative and quantitative methods were used in collecting, analyzing and reporting the findings. Hypothesis test results revealed that ( H 1 ) there is a statistically significant relationship between academic admission qualifications and student skill development in which P= ≤0.001, Alpha 0.05 . Qualitative results supported these findings as there were several referrals and fails at the KNEC technical results and student grievances over challenging course work content, inadequately trained lecturers and challenging national examinations. The study concluded that Kenya cannot entirely rely on the approved academic admission qualifications in the achievements of sustainable transformative development. The study recommended a review of the open admission policy to diploma level of learning, investment in technical education research, involvement of subject lecturers in the selection of students to TTI with KUCCPS and proposed a perceptual model of TTI curriculum implementation suitable for addressing academic admission qualification issues related to skills development inherent in the TTIs in Kenya. Keywords: Academic admission qualifications, Kenya, Kenya national examination Council, Skills development, Technical education, institutions, Technical institutions DOI: 10.7176/JEP/14-6-10 Publication date: February 28 th 2023

Determinants of the Penalty Waive by the Defaulters: The Case of Higher Education Loan Board (HESLB) in Tanzania

Higher education loan repayment has been one of the major challenges facing Higher Education Loan Board (HESLB). This study therefore, focused on exploring the factors for penalty waive on Higher Education Loan repayment. Also, the Ability to Pay Theory was the main source of inspiration for this paper. The study employed case study research design based on qualitative research approach. The purposive sampling technique was used to select 30 participants from HESLB. The collected data were analyzed by the use of thematic analysis. The study results revealed that the amount that was provided to the loanees was given in big amounts at once but in repayment, the beneficiaries were given some long time to pay in installment. Further, it was found that factors that motivated the establishment of the penalty waive for the default borrowers were complaints of the loan beneficiaries over charges, order from the president, motivation of the loan beneficiaries for voluntary compliance and creation of economic opportunity for the loan beneficiaries. Moreover, it was found that the trend of repayment had changed and increased following the penalty waive as the borrowers were repaying their loans in bulk and in time compared to the time before the penalty waive was in place. It was concluded that the appropriate way to make the loan beneficiaries to repay the loan is not to impose penalties and fines to them but to use the friendly way such as reminding them through phones to repay their loans. It was recommended that HESLB should create positive perception of the borrowers on the affordability of the loans so that they can repay quickly their loans.

Assessment of the Practice of Digital Disbursement Financial System in Managing Student’s Loans among Higher Learning Institutions in Northen Zone Tanzania

Digital disbursements is a relatively payment system that allows users to send funds from person to person using only mobile phone number which also used by Higher Education Student Loan Board (HESLB) to manage loans among higher learning institutions’ students. This paper as aimed at assessing the practice of digital disbursement financial system in managing students’ loans among higher learning institutions in the Northern Zone of Tanzania.The study applied descriptive research design. A questionnaire was distributed to business experts of Mwenge Catholic University to check on the content validity. To ensure data reliability, a Cronbach’s alpha as a measure of internal consistency was used. The sample size of the study included 400 respondents where questionnaire and documentary review were used as data collection tools. Descriptive statistics was used to analyse and present the quantitative data with the aid of Statistical Package for Social Science (SPSS). This study found that the use of mobiles and connectivity,availability of financial and digital infrastructure, convenient and secure banking service with lower fees,offering faster service, and availability of internetdetermined the practice of digital disbursement financial system in managing students’ loans. The study concluded that digital disbursement financial system enables peopleaccessing basic digital services for their daily lives such as paying school fees, payment of utility bills and purchase of airtime. This is made in transmission of the payment message which finally can be transmitted in funds. The study recommended that, there should be reliable internet connectivity to ensuredigital disbursement financialservices which depends on telecommunications infrastructure and internet to allow connectivity to access digital financial service.

Silencing the social: Debt and depletion in UK social policy

This article draws on a social reproduction approach to examine how debt informed the development of UK welfare provision. A brief history of the Public Works Loan Board introduces its centrality not only in the delivering of welfare institutions but also in the typographies and social values that informed welfare policies. The depletion of social care services today may be evident in the extensive use of debt to deliver social policy across the United Kingdom. However, in the past access to publicly backed borrowing enabled local authorities to deliver social rights that had been legislated for by central government. We can therefore see that it was not debt but its democratic accountability that played a central role in the changing fortunes of the UK’s welfare state.

Stakeholders’ Perception of the University of Dar es Salaam’s Administrative and Communicative Competence in Managing Students’ Crises

This study examined the stakeholders’ perception of the University of Dar es Salaam’s senior management capability in managing students’ crises. We purposively selected two governmental agencies—the Higher Education Students’ Loan Board (HESLB) andthe Tanzania Commission for Universities (TCU)—and the Ministry of Education and Vocational Training (MoEVT), two political parties, eight students and eight students’ organisation leaders. This study was informed by Littlejohn’s (2002) ComplianceGaining Theory, which suggests that using strategies such as reward, punishment, both positive and negative can enable the university administration to gain the compliance of the students. This study found that the university’s management neither actively involved academic staff nor students in the management of students’ disturbances. As a result, the university ended up being perceived rather negatively even for problems occasioned by external forces over which it technically has no absolute control. Thus, the University should have an effective internal and external communication strategy to ensure that it remains in good books, and is perceived positively even during students’ crises, which in themselves should not be treated negatively.

Literasi Pengelolaan Keuangan Simpan Pinjam bagi Ibu-ibu Rumah Tangga di Kabupaten Malang

This devotion is held in Desa Ngijo, Kecamatan Karang Ploso, Kabupaten Malang. The problems encountered in the village related to financial literacy are saving and loan management for PKK members, namely (1) savings and loan in short period (only 11 months), and (2) the form of financial statements that do not follow accounting standards cause the citizens are often prejudiced unfavorable to the board. Solutions offered by the team of devotion to overcome these problems are (1) the creation of IT-based savings and loan report that can be used by each village and village savings and loan board, the calculation system can be used continuously from year to year, and (2) training the use of financial reporting applications to savings and loan board. This solution produces an understanding among PKK members that ultimately the management of savings and loan services provides benefits in the form of their principal savings which increases every year significantly and is expected dependence on rentenir will disappeared.

The Public Works Loan Board and the growth of the state in nineteenth‐century England

AbstractThe nineteenth‐century archive of the Public Works Loan Board (PWLB) has been overlooked by economic historians. Yet the archive reveals how the PWLB came to play a major part in the financing of new schools, water supplies and sewers in the 1870s. Ten thousand loan applications have been analysed to highlight the changing patterns of the PWLB's lending, while the 60 volumes of minutes indicate why the pattern changed. The analysis shows that in the 1870s there was a large rise in local infrastructure investment caused by the switch from permissive to compulsory public health and education legislation. At the same time, the PWLB became predominantly a low‐cost, rather than a market rate, lender. This change shows how MPs’ views developed as they became more sensitive to the impact of the local costs of parliamentary legislation. Overall, the activities of the PWLB illustrate the legislative and institutional changes that contributed significantly to the growth in the role and spending of the state.

Equity and Access to University Education through Higher Loans in Bungoma District Kenya.

University student loans were introduced in Kenya with the aim of easing the burden of public expenditure in higher education. In the initial years the loans were to benefit all students enrolled at University irrespective of their socio-economic backgrounds. The beneficiaries were expected to repay the loan later upon getting into employment. This mode of funding eventually became unpopular both to the government and the international donor community because of the inherent negative social implications. Consequently, the higher Education Loan Board (HELB) was formed through an Act of Parliament in 1995 and was mandated to disburse loans and recover the same from the former beneficiaries. However, HELB has severally been attacked of inability to consider the genuinely deserving cases. It is in the light of these criticisms that this study was carried out to determine the level of inequalities in the allocation of HELB loans to the recipients. Besides helping the researchers to develop insights into research work, this study uses the Lorenz Curves and Gini- coefficients as tools for determining inequalities in student loan allocations. This study was guided by the theory of socialist economics of education, propounded by Louis Blanc in the 19th century. This theory underlines the need to create an economy that redistributes income from the rich to the poor, so as to create equality of well-being. The study was carried out in Bungoma district and it involved 161 undergraduate loan recipients in the 2000/2001 first year undergraduate cohort from the six public universities, 161 parents, 2 academic registrars in the public universities and the manager of the loan Disbursement and recovery at HELB. Samples for the study were selected using purposive and quota sampling techniques. The population of the study comprised of; 275 undergraduate loan recipients in the cohort, 275 parents, 6 academic registrars and the loan disbursement and recovery manager at HELB. Data was collected using questionnaires and interview schedules. The data collected were analyzed by both the descriptive and inferential statistics. The income share tables, Lorenz curves and the Gini coefficients were used to determine the level of inequality in the provision of loans to the recipients. The findings to this study revealed the following; the amount of HELB loan allocation increased over the four academic years. The number of male students who benfitted from the HELB loan was higher than that of the female students. Majority of the loan recipients in the district were from the medium socio-economic background. There were small inequalities in the provision of the loans, however, these inequalities tended to reduce as the students in the cohort progressed through the four academic years. Recommendations considered essential with regard to ameliorating inequalities in the public universities were made and areas for further research were suggested. Key words: Access, bursary, efficiency, equity, public subsidy, socio-economic background, student loan.

Cost-Sharing in Higher Education in Tanzania: The Experiences of the 1990s and One Decade Later

This article discusses the cost- sharing experiences of 73 Tanzanian female undergraduates who took part in a 1997 study. It also integrated views and suggestions of the 2007 students from the University of Dar es Salaam and Sokoine University of Agriculture, Mazimbu campus. The University of Dar es Salaam was closed in 2007 because First Year students boycotted classes to protest the government’s policy that required them to pay 40% for their higher education. I advocate for partnership in student financing and the introduction of graduate tax for recovering higher education students’ loans. Cet article traite les expériences du partage des coûts de 73 tanzaniennes du premier cycle qui ont pris part à une étude en 1997. Il a également intégré les avis et les suggestions des étudiants de 2007 venant de l’Université de Dar es Salaam et de l’Université d’agriculture Sokoine du campus de Mazimbu. L’Université de Dar es Salaam a été fermée en 2007 car les étudiants de première année ont boycotté les cours afin de protester contre la politique du gouvernement qui leur a exigé de payer 40 % des frais pour l’enseignement supérieur. Je préconise un partenariat de financement des étudiants ainsi que l’introduction d’un impôt gradué afin de recouvrir les prêts des étudiants de l’enseignement supérieur.

Receivers. Power of Receiver to Collect Assessment on Stock, Levied by Federal Farm Loan Board

Receivers. Power of Receiver to Collect Assessment on Stock, Levied by Federal Farm Loan Board

Receivers. Appointment and Qualifications. Judicial Interference with Receiver Appointed by Federal Farm Loan Board

Receivers. Appointment and Qualifications. Judicial Interference with Receiver Appointed by Federal Farm Loan Board