Innovation and Change in Higher Education in Developing Countries: experiences from Tanzania

Omari, I.M.

doi:10.1080/0305006910270206

Cited by 18 publications

(3 citation statements)

References 13 publications

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“…Higher Education in the country was almost nonexistent. Individuals attended universities outside the East African region (Uganda, Kenya and Tanzania), (Omari, 1991). During this time HE was conducted under a free market economy (Bailey et al, 2011).…”

Section: Historical Back Ground Of He In Tanzaniamentioning

confidence: 99%

“…Apart from Dar es Salaam as the main campus, the University had constituent colleges in Uganda (Makerere) and Kenya (Nairobi). Throughout the period of existence of the university, very few people in the region had access to it while some students came from outside East Africa (Omari, 1991;Bailey et al, 2011). It was Tanzania's Arusha Declaration that was announced in 1967, five years after independence, which proclaimed the inception of African socialism or Ujamaa.…”

Section: Historical Back Ground Of He In Tanzaniamentioning

confidence: 99%

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Capability of Students from the Low-socio-economic Backgrounds: Exploring Student Loans in Tanzania

2019

JEP

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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.

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Section: Historical Back Ground Of He In Tanzaniamentioning

confidence: 99%

Section: Historical Back Ground Of He In Tanzaniamentioning

confidence: 99%

Capability of Students from the Low-socio-economic Backgrounds: Exploring Student Loans in Tanzania

2019

JEP

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“…'We have come to see problems as inherently capable of solution, and to regard research as the mechanism through which important problems are solved' (Aitkin, 1991, p. 239). Omari (1991) states that 'Research is the essence of scholarship and a necessary condition for the existence of the university, since without excellence in scholarship there can be no excellence in teaching, training, social reflection, and service' (p. 182).…”

mentioning

confidence: 99%

Incentive-Driven Research at the University of Transkei

Kumar¹,

Mwamwenda²,

Dye³

1999

Research in Education

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Insights into Information-seeking and Communicating Behaviour of Academics

Ocholla

1999

The International Information & Library Review

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A B ST R AC TThis paper discusses the information-seeking behaviour of academics in relation to the productivity of academics in South African Universities, with particular reference to the University of Zululand, through a survey of 105 academics. It was established that the nature of the discipline and the rank of the academic, which normally corresponds with the academic quali¢cation, experience, exposure and research productivity level, largely determine the information-seeking behaviour. Academics mainly need information for career development, and occupational and professional needs. Furthermore, university libraries, which currently face budget cuts on acquisitions, still play a pivotal role in information access by the academics. It is con¢rmed that the use of``local environment'' is dominant for intra-and inter-university information access network and system. It is recommended that avenues that work colleagues can use to interact should be supported, and career challenges that stimulate productivity by academics, such as research and publication, should be maintained and sustained.

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Innovation and Change in Higher Education in Developing Countries: experiences from Tanzania

Cited by 18 publications

References 13 publications

Capability of Students from the Low-socio-economic Backgrounds: Exploring Student Loans in Tanzania

Capability of Students from the Low-socio-economic Backgrounds: Exploring Student Loans in Tanzania

Incentive-Driven Research at the University of Transkei

Insights into Information-seeking and Communicating Behaviour of Academics

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