Equity and Equality in Access to Higher Education: The Experiences of Students with Disabilities in Tanzania

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dc.contributor.authorMwaipopo, Rosemarie
dc.contributor.authorLihamba, Amandina
dc.contributor.authorNjewele, Delphine C.
dc.date.accessioned2016-05-23T08:53:31Z
dc.date.available2016-05-23T08:53:31Z
dc.date.issued2011
dc.description.abstractSocial development policies in Tanzania are exemplary in terms of their recognition of the rights of access to higher education institutions by specific demographic groups. Policy documents such as the 2005 National Strategy for Growth and Reduction of Poverty (known as the MKUKUTA) and the 2004 National Policy on Disability emphasise this necessity and outline the government’s commitment to ensure that people who are socially disadvantaged, including those with disabilities, can equally access higher education. The process through which this is achieved is, however, less explicit and is therefore difficult to measure in relation to what students with disabilities actually experience as they not only pursue, but also experience higher education. Using both qualitative and quantitative data, this article analyses the process of access into higher education institutions and outcomes in terms of representation in higher education institutions by students with disabilities. In doing so, it seeks to explore the meaning and outcomes of policies related to higher education institutions in Tanzania in terms of their stated equality ideals and achievements in practice.en_US
dc.identifier.citationMwaipopo, R.N., Lihamba, A. and Njewele, D.C., 2011. Equity and equality in access to higher education: The experiences of students with disabilities in Tanzania. Research in Comparative and International Education, 6(4), pp.415-429.en_US
dc.identifier.doi10.2304/rcie.2011.6.4.415
dc.identifier.urihttp://hdl.handle.net/20.500.11810/2192
dc.language.isoenen_US
dc.titleEquity and Equality in Access to Higher Education: The Experiences of Students with Disabilities in Tanzaniaen_US
dc.typeJournal Article, Peer Revieweden_US
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