Public–private partnership in higher education provision in Tanzania: implications for access to and quality of education

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  • 1 Department of Educational Planning and Administration, Faculty of Education, P.O. Box 2512, Tanzania
  • 2 Department of History, P.O. Box 2512, Tanzania

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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