Assessing the Efficiency of HESLB Loan Allocation for Supporting Students in Stem Specialisations: A Case of Higher Learning Institutions, Tanzania

Abstract

This study evaluates the efficiency of the Higher Education Students' Loan Board (HESLB) in supporting students pursuing Science, Technology, Engineering, and Mathematics (STEM) programs in Tanzania. The research evaluated three important issues: the criteria for awarding the loan to STEM students, the sufficiency of the disbursements, and the effect of these allocations on the enrolment rates of STEM students in Higher Education Institutions (HEIs). The pragmatist philosophy was adopted within the explanatory sequential mixed-methods design, integrating both quantitative and qualitative data. Data collection was conducted through structured questionnaires with a sample of 84 HESLB officers and semi-structured interviews with 5 appropriate managers. SPSS version 26 was used to analyse quantitative data, whereas thematic analysis was carried out on the qualitative data. The results showed that the STEM loan program offered by HESLB had well-defined, merit-based schemes that were consistent with the priorities of national development, and the concerns focused on fair access to the loans by underrepresented groups. Annual payments are predictable to cover basic expenses and tend to be timely, yet in most cases fail to pay up some specialised demands, including laboratory equipment, field work, and technical apparatus. In order to enhance the scheme, HESLB was compelled to post and follow an open review schedule and introduce specific top-up allowances on laboratory and fieldwork costs. The development of stakeholder engagement and disaggregated monitoring will further guarantee equal access to STEM and long-term growth in participation.