Issues on Financing Higher Education in Tanzania

Issues on Financing Higher Education in Tanzania

Sotco Claudius Komba
Copyright: © 2017 |Pages: 14
DOI: 10.4018/978-1-5225-2560-8.ch008
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Education is a key to the development of any nation. Higher Education, in particular, is expected to produce graduates with knowledge and skills required for solving open and closed ended socioeconomic problems with a view of improving livelihoods. In order to achieve this end, it is mandatory for national governments to invest heavily in education and ensure equity and equality in accessing education opportunities. However, a critical examination of trends in financing higher education in Tanzania has revealed that higher education sector is currently being underfunded by the government. This trend does not only affect the issues of accessibility to and equity and equality in higher education, but also impinges on the provision of quality higher education. Thus, this chapter examines the trends and proposes a way forward for sustainable higher education funding policies.
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According to the Higher Education Policy (1999), there are two levels of training in higher education in Tanzania, namely academic full-professional training and intermediary professional education and training institutions. The two levels are respectively represented by universities and non-university professional training institutions. Elaborating on the role of universities, the policy stipulates that universities are the highest level of institutions dedicated to the professional and intellectual development of the society. These are mandated to teaching and conducting research and outreach activities. With regard to intermediary institutions of higher education, the policy specifies that these are devoted to the development of human resource for the middle and intermediate level of the occupational structure of the society. Nevertheless, it is clearly stipulated in the National Higher Education Policy (1999) that the higher education in Tanzania is faced with a number of challenges, including imbalances in student enrolment with more students enrolling in humanities and social science programmes as opposed to science and technology‐based programmes, high running costs, limited space, deteriorating infrastructure and facilities, and curricula that do not adequately focus on the demands and priorities of the society (Bailey, Cloete, Pillay, 2011).

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