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

Autor/inn/en	Mwaipopo, Rosemarie Nyigulila; Lihamba, Amandina; Njewele, Delphine Cosmas
Titel	Equity and Equality in Access to Higher Education: The Experiences of Students with Disabilities in Tanzania
Quelle	In: Research in Comparative and International Education, 6 (2011) 4, S.415-429 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2011.6.4.415
Schlagwörter	Higher Education; Disadvantaged; Disabilities; Foreign Countries; Equal Education; Access to Education; Poverty; Economic Development; Qualitative Research; Statistical Analysis; Outcomes of Education; Educational Experience; Educational Practices; Special Education; Social Status; Futures (of Society); Attitudes toward Disabilities; Tanzania + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Handicap; Behinderung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Armut; Wirtschaftsentwicklung; Qualitative Forschung; Statistische Analyse; Lernleistung; Schulerfolg; Bildungserfahrung; Bildungspraxis; Special needs education; Sonderpädagogik; Sonderschulwesen; Sozialer Status; Future; Society; Zukunft; Tansania
Abstract	Social 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. (Contains 2 tables and 6 notes.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10