Public–private partnership in higher education provision in Tanzania: implications for access to and quality of education
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Date
2016-11-24
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Bandung Journal of Global South
Abstract
Public–private partnerships (PPPs) in education are presented as capable of resolving
several issues of education provision, financing, management, access and quality.
This paper aimed at analyzing the impact of PPPs on access to and quality of higher
education in Tanzania. Secondary research was used to gather data and critical review
of the data and its analysis made. The focus of the paper was on higher education
financing and on private higher education institutions. The findings indicated that
PPPs have had a positive impact on increasing access to Tanzania higher education.
However, although private universities and university colleges are many in number,
enrolment has continued to be higher in public universities. It was further noted that
an increase in higher learning institutions and subsequent increase in access to higher
education has not meant an improvement in the quality of education provided by the
institutions. As such, PPPs have had no significant impact on the improvement of quality
of education. This is mainly accounted for by the number and qualifications held
by academic members of staff in private universities, the infrastructure as well as the
programmes they offer.
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Keywords
Partnership; Tanzania; Access; Quality of education; University