Mutula, Stephen M. (2002) “University education in Kenya: current developments and future outlook” in The International Journal of Educational Management v. 16, no. 3. pages 109-119.
Generally shallow analysis, poor quality to the references list (too many newspaper stories and too much use of single pages of books). Still, some useful material re: domestic issues impacting higher education, and the African Virtual University.
A laundry list of reasons for reduced university funding since the 1980s – post introduction of the 8-4-4 system.
Mutula mentions the following:
FIRST ORDER – International issues
1) Changing donor priorities;
2) Changing government rules and regulations to cope with national economic turbulence;
3) International economic trends;
4) Legislative and political trends in Kenya;
SECOND ORDER – nice to see these included – DOMESTIC issues
5) Democratization;
6) Multiparty politics;
7) Fluctuation of local currencies;
8) Rising inflation;
9) Deregulation of economic sectors;
10) Privatization of government activities;
11) Unemployment;
12) Debt servicing;
13) Donor fatigue
The old 7-3-2-3 system did an effective job of screening university level admissions, with the two year period being post-secondary (or perhaps upper secondary, A-level work), which satisfied employers seeking more fully trained employees, gave these A-level students an outlet for their interests and capabilities, and simultaneously reduced the number left to seek university placement.
8-4-4 leaves a direct pipeline between secondary and university, with no A-level filter to bleed off some of the admissions crunch.
Mutula suggests that it was World Bank pressure in 1991 (and years just prior) that led Moi’s government to bring in cost-sharing for university education, to shift resources toward “more needed basic education.” (p. 110)
So, per above, set the World Bank timetable at 1991 re: preference for basic education over university education.
p. 111: “Private universities in Kenya have emerged as viable options for acquiring higher education. Such universities offer market-driven courses [debatable – most offer church-driven courses] and provide a conducive environment for academic excellence. Most of them have modern infrastructure, including libraries, information and communication technologies that are vital for academic excellence and research. So far, there are 14 registered private universities in the country. Out of these, five are fully chartered and offer their own degrees, six have registration certificates and three operate under a Letter of Interim Authority. The chartered institutions are the [1] University of Eastern Africa, Baraton; [2] Catholic University of Eastern Africa; [3] Daystar University; [4] Scott Theological College in Machakos; and [5] United States International University (USIU). Those registered by awaiting a charter from the Commission for Higher Education are: [6] East Africa School of Theology; [7] Kenya Highlands Bible College; [8] Nairobi Evangelical Graduate School of Theology; [9] Pan Africa Christian College; and [10] St. Paul’s United Theological College.”
It seems Mutula only lists five universities that are registered but not chartered, whereas he indicates there are six such institutions.
Those with Interim Letters of Authority include: [11] Africa Nazarene University in Ongata Rongai; [12] Kenya Methodist University in Meru; and [13] Kabarak University in Nakuru
Furthermore, Mutula lists another set of institutions that call themselves either colleges or universities, but which are not registered, nor chartered: [1] Strathmore; [2] Australian University Institute; [3] Kenya College of Accountancy; [4] School of Professional Studies; [5] Kenya Science Teachers College; and, [6] Kianda College.
More females than males enrolled at private institutions.
p. 112: “. . .the gender imbalance at private universities can also be explained by the performance at the Kenya Certificate of Secondary Education examinations (KCSE). Analysis of KCSE results indicates that more boys than girls perform better in mathematics and sciences, which are basic entry requirements to lucrative courses such as medicine, engineering, pharmacy and architecture in the public universities. The top performers, the majority of them boys, therefore, are admitted to professional courses in the public universities. Those who are not selected to join the public universities seek admission in private colleges [where humanities and theology-linked courses and programs are offered, with few options for more high-investment-requiring courses/programs like medicine being offered].”
At a 2001 meeting of the African Association of Universities, in Nairobi – page 116 – “. . .experts identified political meddling, poor quality of students, and paucity of contemporary programs, poor leadership and inadequate supply of research and development personnel as key problems. . .”
African Virtual University – objectives – page 118 – “. . .to foster north/south and south/south collaboration in science and technology through the sharing of resources, joint curriculum program development and exchange programs, implement a student tuition scheme to sustain the operation and expansion of AVU, accredit the idea that quality and affordable education is a service for which families are willing to pay, translate into concrete action the World Bank pledge to support higher education and promote the use of IT, to forge effective partnership between private capital and public financing; and demonstrate the business potential of AVU.”
