Social Influences on Higher Education in England & Tanzania

 

 

I will be researching and analysing the social influences affecting higher education which occur in England and Tanzania. Through this, comparisons will be made on the similarities and differences on the social aspects that affect learning with various attitudes regarding higher education in both countries.

 

In England, provision of higher education makes valuable contribution towards social development. Through the endeavours of higher education, ‘knowledge is built upon and shared skills are developed, with social mobility.’ (HEFCE, 2014). The social agenda in widening participation promotes social justice, underpinning values promoting equity and choice. Additionally, by encouraging diversity and broader involvement, there are currently ‘more females attending higher education than men’ in England (Eurostat, 2014). The social dimension relates to external societal and cultural aspects, with differing attitudes related to advanced learning.

 

Furthermore, higher education was historically competitive and limited, traditionally aimed for the elite.  It is now becoming more common; with expectations rising amongst society, families and the work force. Many mutual views suggest higher education ‘provides lifelong learning opportunities’ (Slowey and Schuetze, 2012:113), benefitting the overall society; through exceptional skills leading to secure economic growth for the country.

With England recognised as a multicultural society, it provides fair access; increasing opportunities for under-represented groups and minorities.
 

In Tanzania, social influences and expectancies play a significant role within higher education. In recent years, ‘new universities opened, and existing ones increased their student intake’ (Mkude et al, 2003:63), which in turn, has allowed more students to study. Due to social expectations combined with lack of funding more males attend university than females. Meanwhile, sending fewer girls to university permits them to attend to household chores, indicating gender inequality. Conversely, statistics have shown that more females are attending higher education than in the past; suggesting a more modernising society.

 

Moreover, higher education access and participation in ‘Tanzania is influenced by; socioeconomic status, ethnic origin, religion and gender.’ (Ishengoma & Youngman, 1999). Students pay for tuition fees with interest free loans and grants accessible through the government, as a result of increasing student population and the ideology of recognising education at a higher level. Additionally, the student life is becoming more acknowledged, with social events and growing societies being established.

 

Although, both countries are identifying an increase in student involvement, there is major disparity in gender participation; with England having more girls partaking in higher level studies and more male to female ratio in Tanzania. Additionally, the outlooks and expectations have deepened along with social values, with families paying for learning fees, while it can be financially difficult. In England, there has been a more diverse approach in financing higher education, for all social classes through student finance, bursaries and sponsorships.

 

Conversely, in Tanzania it is mainly targeted at wealthier individuals as they are capable of bearing all educational expenses. All in all, with both countries having similar as well as differing views to educate, England is more socially influential providing social justice whilst Tanzania provides higher education predominantly for males, slowly but surely recognising the importance of gender equality in higher education. Lastly, both countries are moving towards external funding and the student life and experience is becoming more recognised, though Tanzania is still extremely different and limited compared to England.

 

 

By Shahima Aktar

 

 

 

References:
 

Eurostat Europa. (2014). Education statistics - Statistics Explained. [online] Available at: http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Education_statistics [Accessed 22 Nov. 2014].

 

Higher Education Funding Council for England. (2014). About higher education in England - HEFCE. [online] Available at: http://www.hefce.ac.uk/about/intro/abouthighereducationinengland/ [Accessed 20 Nov. 2014].

 

Ishengoma, J.M. & Youngman, D. (1999).  (1999). The Crisis of Human Resource Development in Sub-Saharan Africa: The Case of Tanzania in the 1990’s and Beyond. African Personality, Vol.3 No.3 May/June 1999.

 

Mkude, D., Cooksey, B. and Levey, L. (2003). Higher Education in Tanzania: Partnership for Higher Education in Africa. New York: James Currey Ltd.
 

Slowey, M. and Schuetze, G.H. (2012). (2012). Global Perspectives on Higher Education and Lifelong Learners. New York: Routledge.