The Socio-economic Background of Students Enrolled in Private Higher Education Institutions in Tanzania: Implications for Equity

Abstract

In the context of the new liberalised higher education policy, this study examined the socio-economic background of 392 students enrolled at St Augustine University of Tanzania, the largest private university in the country in terms of student enrolment, and 260 third-year students enrolled in the privately-sponsored students ' programme at the University of Dar es Salaam ' s main campus. The research aimed at assessing whether participation in private higher education is equitable, and whether the establishment of private higher education institutions has expanded the access to tertiary studies for different socio-economic groups. The findings reveal that enrolment in private higher education institutions and programmes in Tanzania is associated with students ' regional origin, religious affiliation and parents ' socio-economic status. The findings generally indicate that the students from high income families with highly educated parents from historically advantaged regions such as Kilimanjaro, Kagera and Dar es Salaam are disproportionately represented in private higher education courses. The results also indicate greater gender equity in enrolment in private higher education institutions compared with public universities.  The study concludes that access to higher education in Tanzania is inequitable, implying that the Tanzania government ' s aim of expanding access to and improving equity in higher education through the establishment of the private higher education sector and cost-sharing in the public higher education sector has not been achieved. To improve equity, the study recommends: 1) the establishment of a quota system to regulate private participation in higher education; and 2) abolition of public funding through the Higher Education Students ' Loans Board (HESLB) for students enrolled in private higher education institutions and those enrolled in privately-sponsored students' programmes in public institutions. The current loans procedures lack transparency, are open to abuse and exacerbate inequities in the financing of higher education in Tanzania.