Abstract:
This study was undertaken to critically examine the extent to which the Higher Education loans has and can help promote equity and access to university education. It was aimed at
establishing the socio-economic status of students awarded financial support by HELB and course of study, determining the effect of student financial support on the participation of
female students in higher education and determining the socio-economic background of beneficiaries of other non HELB financial support. The study was carried out in Moi
University and Baraton University. This study employed the ex-post-factor research design as a paradigm to investigate possible cause and effect relationships. Samples for the study
were selected using probability sampling technique. In particular, stratified random sampling technique was employed to collect 379 respondents from the two universities. Data was collected using questionnaires and interview guide. The data collected was analyzed by descriptive statistics. Primary and secondary data was collected from students and university admission office, by use of questionnaire and interview guide. The data was
summed up by use of tabulations, bar graphs, and charts. The income share tables, Lorenz Curves and the Gini coefficients were used to determine the level of inequality in the provision of loans to the recipients. Chi-square and Pearson’s Product Moment Coefficient (Pearson’s r) were used to test relationships. The findings of this study showed that there’s a gap in the attempt to equalize opportunities in higher education. Not all students of all socio economic background are enrolled in the higher education. It was found that female students are least represented at high professional and science based courses in favour of
men. The findings of the study are useful to policy makers in providing guidance on how best the award of the student loans will help in promoting equity and access to higher
education.
