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Since 2003 the Ministry of Education has embarked on major reforms in the
education sector. The reforms in the University sub-sector are aimed at
dealing with the challenges of increased demand, equity, quality, relevance,
financing, staff, student welfare, management and governance. These
challenges call for a paradigm shift in the development of higher education.
To address the above challenges, the Minister for Education appointed the
Taskforce for the Development of the National Strategy for University
Education in February 2006 with the following Terms of Reference (TOR):
Methodology
The Taskforce interpreted the TOR and developed strategies to address eight
(8) strategic issues, namely: access and equity; quality and relevance;
financing university education; science, technology and innovation; student
and staff welfare; ICT in university education; university linkages and
partnerships; and governance and management. The Taskforce reviewed the
rationale for university education before developing the strategies.
The primary sources of data and information for the environmental analysis
in the development of the strategies included the report of the Public
Universities Inspection Board (PUIB), the diverse experience and detailed
knowledge of the Taskforce members, Sessional Paper No. 1 of 2005, Kenya
Education Sector Support Programme (KESSP) 2005, CHE Report on
University Industry Linkages, Economic Survey 2005, Strategic Plans and
Financial reports of all local universities as well as UNESCO and Internet
resources. In addition, the Taskforce held meetings with stakeholders from
universities, other tertiary institutions, professional associations and boards.
The Taskforce also visited selected universities in the Republic of South Africa
and the United Republic of Tanzania in February and March 2007.
1
The following sections summarize each of the chapters of the report:
The average annual admission in all public universities through the Joint
Admissions Board (JAB) has been about 10,000 students annually since 1992
until 2007 when it was increased to about 16,000. Table 1a shows the declining
percentage of qualified students (students who attained a grade C+ and
above) admitted into the universities between 2000 and 2006.
2
Table 1a: JAB Admission Trends, 2000/01-2005/06
Academic Year No. Qualified JAB Admissions % Admitted
2000/01 30,666 8,899 29.0
2001/02 40,4471 11,147 27.5
2002/03 42,158 11,046 26.2
2003/04 42,721 10,791 25.3
2004/05 58,218 10,200 17.5
2005/06 68,030 10,000 14.7
Source: CHE, 2006 and JAB
Thus, only 14.7% of the qualified students were admitted through JAB in the
period 2005/2006. The disparity between those students meeting the
minimum university entry requirement and those actually admitted is
increasing and will peak in 2015 when the estimated number of qualified
students will be 230,118. This figure does not include mature entry students,
those who could not be admitted in the previous years, or those who have
attained alternative admission standards through experiential and prior
learning.
Currently both public and private universities admit full fee paying students.
It is estimated that only 40% of the qualified students get admitted into local
universities every year. Consequently, many students go to foreign
universities in Australia, India, Malaysia, Uganda, South Africa and OECD
countries. Table 1b shows the high mobility of Kenyan students compared to
other countries in Africa. According to the Taskforce the number of Kenyans
studying abroad is much higher than what is reflected in the table below
taking into consideration Kenyan students in Uganda who are not captured in
the national statistics.
3
The strategic goal for increasing access to university education is:
GER is the ratio of university enrolled age cohort versus the total number of
that cohort in the population. To achieve this strategic goal, there will be need
to increase the number of university students from the current 130,000 to
about 450,000 students by the year 2015. The strategies to be put in place to
accommodate this large number of students will include establishment of new
university colleges in regional areas, with special focus on strategic disciplines
deemed important to the regions. (e.g., rangeland water management for the
Arid and Semi-Arid Lands).
4
i. expand open and distance learning;
ii. expansion of capacity of existing public universities;
iii. expansion of existing private universities;
iv. establishment of new universities and colleges;
v. expand postgraduate and International students programmes;
vi. modernize expand and upgrade existing middle-level colleges;
vii. expand and strengthen the HE division of MoE;
viii. coordinate universities admission process;
ix. increase gender parity;
x. increase the enrolment of students with special needs; and
xi. increase the enrolment of socio-economically disadvantaged students.
5
vii. increase the postgraduate student enrolment to at least ten percent
(10%) of the undergraduate enrolment through government grants and
incentives to universities;
viii. provide admission places into the universities for regional and
international students according to programme demand and places;
ix. provide information and create awareness for the new changes
recommended to students and other stakeholders; and
x. establish a national higher education data management system that
will maintain electronic records and profiles of students in Kenyan and
foreign universities. Every university shall be legally required to
submit students data to the Higher Education Data Management
System.
6
In order to achieve quality and relevance in university education the
following strategic objectives shall be implemented:
7
universities are raising substantial finances from income generating activities.
The management of the additional funds generated through income
generating activities is not transparent and there are no clear policy
guidelines for appropriation. At present, about eighty percent (80%) of
government capitation to public universities goes to pay emoluments leaving
only twenty percent (20%) for Operations and Maintenance (O & M). The
non-salary budget is allocated to the various competing expenditure items of
the university without necessarily determining the various needs on the basis
of ab initio budgeting.
Private universities fund themselves through tuition fees and they are run as
not-for-profit trusts. They do not receive any direct benefits from the
government. They can however, apply for tax waivers on some imported
equipment. Private universities play a role in providing university education
as a public good and therefore should be assisted to meet their goals and
aspirations through land allocation or state guaranteed loans.
Kenya has no centralized body that mobilizes and manages research funds
and activities. Experience from South Africa and all OECD and other
developing countries demonstrate that it is more efficient to manage research
activities through a centralized body. The strategy shall be to establish NRF of
Kenya. Its responsibilities shall be to: mobilize resources from public and
private sector; disburse funds; and coordinate and promote the national
research agenda.
8
In order to enhance the capacity for recovering loans and facilitating the
migration of individual students loans across institutions, the strategy of
using Personal Identification Number (PIN) System shall be introduced for
the identification of students in consultation with the Kenya Revenue
Authority. In addition, HELB shall establish an Education Smart Card
System (voucher system) that incorporates the student PIN for all financial
transactions related to university education.
9
iv. Establish Education Smart card for management of transaction of
education loans, scholarships and other funds given to students.
v. identify strategic academic and capital development programmes
for Government funding;
vi. identify strategic areas in human resource development for
Government support;
vii. establish a National Research Foundation;
viii. establish a National Higher Education Endowment Fund by
reserving 1% of VAT income annually to the fund;
ix. mobilize financial support from private sector, industry, alumni
and individuals; and
x. universities to establish budget lines for maintenance of assets and
equipment
10
Figure 1.1a Proposed Kenyan Model for Financing University Education, Sources and Pathways.
Funding sources Recipients
Managing/ Intermediary
Bodies Beneficiaries
Government
Universities
Government Educ. Bonds, Higher Education Government
IDA Researchers Employers
Professional Academies Individuals
HELB Communities
Household
CHE
Banks
Financial institutions
Private Sector
National Research Research
Foundation Institutes
Philanthropy
Kenyan universities have highly trained and skilled persons who develop, create
and transmit knowledge. A number of them also carry out administrative and
managerial duties. Although the welfare of the academic and administrative staff
has undergone significant improvement in the past few years, there are areas that
still require further attention.
The hiring and deployment of staff should be seen to be transparent and fair with
clear and competitive terms of service. Critical challenges in the working
environment include lack of IT compliant offices, inadequate learning teaching
materials and facilities as well as heavy teaching loads that limit time for research
and consultation. Other staff welfare challenges include lack of institutionalized IPR
regimes, limited opportunities to participate in faculty exchange programmes, and
deteriorating university working culture and ethical norms.
The strategic goal for the improvement of the staff welfare is:
In order to achieve the strategic goal the following key strategies are recommended:
i. recruit, motivate and retain highly qualified staff;
ii. the deliberate selection and training of managers in human resource
management and the employment of qualified human resource managers;
iii. expand and regularly maintain infrastructure;
iv. source for extra funds to help in the organization, attendance and facilitation
of locally organized and international staff development programmes;
v. develop guidelines for giving incentives to academic staff who publish
papers, supervise students, engage in research as well as participate in
community service;
vi. develop clear guidelines on the handling and safeguarding of confidential
material with respect to third parties;
vii. institutionalize deliberate measures to ensure the respect of IPR for both the
academic staff and universities; and
viii. provide attractive tax-free tuition waivers for family members of staff.
13
There are various systems required in an innovation driven economy. One of these
includes the identification of platform technologies. At the same time there is need to
focus on some of the fastest growing areas of enterprise such as Small and Medium
Enterprises (SMEs), service industries, financial and monetary services, education,
eco-tourism, African cultural artefacts and art and human health. At present there is
a disjoint between the natural and social sciences. In order to improve the university-
private sector-government linkages and partnerships, it is critical that social and
human sciences education programmes, research and publications be strengthened
at the university level.
The PUIB Report (2006) states that universities in Kenya need to align their degree
programmes to the needs of the strategic sectors of the economy. The report
identified the following key strategic areas: agricultural technologies; water and
sanitation technologies; medical and health sciences and technologies; infrastructure
technologies; energy; culture and development; and peace, human security and
development. Other areas include software and hardware industries and services
that will be required as ICT penetration in business, government and households
increase in Kenya and Africa. The country also needs to focus more on
biotechnology, nanotechnology, genomics and new materials sciences.
The establishment of structured and functional policy and advisory bodies would
greatly enhance the creation of a science, technology and innovation culture. Table
6.1 indicates the proposed policy bodies that should be established.
14
viii. increase Basic Expenditure in Research and Development (BERD) as a % of
GDP in line with the Abuja Declaration on Science and Technology of 1%
target; and
ix. stimulate venture capital activity
There is a mismatch between the Kenyan university ICT degree programmes and the
requirements of the market. In order to meet the national needs the university ICT
programmes should be reviewed and strengthened.
Apart from being used in teaching, learning, research and management, ICT is an
integral part of ScTI. The Taskforce therefore defined the strategic goal of ICT in
university education as follows:
To integrate ICT into university education and increase ICT innovation and
research output of Kenyan universities.
Some of the strategic objectives that will be used to achieve this strategic goal
include:
15
viii. collaborate with other universities to obtain government support for local
access and interconnection infrastructure;
ix. train faculty members on content development and delivery;
x. develop e-learning content for degree and continuing education programmes
xi. establish high quality ICT centres of excellence undertaking cutting-edge
research.
16
ii. promote university linkages and partnerships with relevant professional and
regulatory bodies;
iii. develop and strengthen university-university linkages and partnerships;
iv. promote university-research institute linkages and partnerships;
v. promote university- middle-level college linkages and partnerships;
vi. promote university-international/multinational organization linkages and
partnerships; and
vii. strengthen university-community linkages and partnerships.
The public universities are established by specific Acts of Parliament that are not in
harmony with the Universities Act Cap 210B that created CHE and provided for
establishment of private universities.
17
governance and management bodies are too large to be efficient. The composition
and functions of university governance bodies need to be redefined, streamlined and
made open to stakeholder scrutiny.
Good governance requires planning for and ensuring continuity in human resource
development based on a clear understanding of the requisite competencies and skills
for all units of the university. The ability to forecast future needs and plan for new
development of the economy is also important. Every university should, therefore,
establish a strong planning division with representation at the highest level.
In order to achieve the strategic goal the following strategies shall be implemented:
18
CHAPTER ONE
The Kenyan university education system is therefore called upon to examine several
factors that seem to drive basic social institutions in order to suggest ways in which
education will deliberately engineer these factors to produce favourable results in
the broader economic, political, recreational and cultural domains. Kenyan
university graduates should be strategically positioned to meaningfully engage in
nation building and actively participate in international affairs. At the same time
they should be encouraged to celebrate the nobility and uniqueness of their cultural
heritage diversity.
High quality university education transforms individuals and societies in ways that
reduce poverty and increase the global competitiveness of nations. It is true that
many developing countries, including Kenya, have given priority to primary and
secondary education at the expense of tertiary education. However, recent studies
confirm that university education produces both public and private benefits. Some
of the reasons in support of higher education include the following.
19
Economics of knowledge). India with a per capita GDP of only $3,100
(measured in terms of purchasing-power parity), a literacy rate of only 65%
and with a 65% rural population is a leading source of computer software in
the world. Indias knowledge-based exports are expected to surpass $50
billion by 2010 (Nilekani in Newsweek 2006).
iv. University education can provide solutions to social problems such as food
security, health problems and epidemic diseases. Indias ability to harness
and utilize knowledge to solve common societal problems such as increase in
agricultural production is attributed to its governments huge investments in
world-class higher education institutions and universities that are relevant,
competitive and meritocratic (Dalman and Utz, India and the Knowledge
Economy]. Examples of such institutions include the Indian Institutes of
Technology, Indian Institutes of Management, Indian Institute of Science, and
the Indian Regional Engineering Colleges.
v. A recent paper analyzing the impact of higher education training and life long
learning on economic development concludes that improving access and
quality of higher education coupled with life-long learning improve the
prospects for developing knowledge economy. (Dalman, The Impact of
Higher Education Training and Lifelong Learning on Economic
Development).
20
Table 1.1: Comparison of Higher Education Enrolment and Economic Growth
between Mauritius and Tanzania
In Kenya, the ability to use knowledge could dramatically enhance the agricultural
sector by increasing production and adding value to primary products. Food
security could be enhanced through the development of Kenyas Arid and Semi Arid
Lands (ASAL), the tourism sector could be enhanced by diversifying the products,
mining and the services sectors could be fully exploited with the provision of
appropriate manpower. Kenya is well placed within the region for development into
a financial and manufacturing hub.
Since 1970, Kenya has made tremendous progress in university education compared
to other East African countries. The total student enrolment in Kenyan universities
in 2005 was 91,541 (Economic Survey, 2005). About 90% of the students are enrolled
in the seven public universities and the rest in private universities. In addition to the
students enrolled in Kenyan universities in the year 2004, there were 14,123 Kenyan
students enrolled in tertiary institutions in foreign countries with the majority in top
five countries being: USA, 7,381; the United Kingdom (UK), 3083; Australia, 1,115;
India, 521; and Canada, 341) (UNESCO, 2006). Many Kenyan students also study in
other foreign universities such as those South Africa, Uganda and Tanzania.
Fifty five percent (55%) of the 81,491 students enrolled in 2005 in the Kenyan public
universities were sponsored by the government. The rest are privately-sponsored. In
addition, the government provides some financial assistance to students studying in
local private universities and abroad. Figure 1.1 shows students cleared by the
Ministry of Education to go for further studies out of the country since 1999 per
grade. The cumulative number was about 15,500. Half the number of these students
attained grades C+ and C- at the Kenya Certificate of Secondary Education (KCSE)
but there are those with grades between E and D + who also go abroad. The majority
of students with grades between A and B- are absorbed locally. A large number of
Kenyan students also find their way out of the country without getting formal
clearance from the Ministry of Education. Kenya should invest in university
education to capture this large number who spend substantial foreign exchange in
other universities.
21
Figure 1.1: Students Cleared by the Ministry of Education to go for Further
Studies out of the Country since 1999 per grade
BA
Missing
E
A
D-
A-
D
B+
D+
C-
B-
C
C+
Kenya has one of the largest educated workforce in Africa and exports its
professional manpower to other African countries such as Botswana, Rwanda,
Sudan and South Africa. Many other professionals, who received their initial
university education in Kenya are working in the US and Europe. As a result there
are substantial remittances from abroad amounting to about Kshs. 46 billion.
Graduates from local universities provide services in the public and private sector as
well as abroad.
As mentioned earlier the universities have played a critical role in the development
of human resources and the advancement of research in this country. However, the
relative success and innovations of the Kenyan university system notwithstanding,
there is an urgent need for increased investment in university education, particularly
in the public universities for the following reasons.
22
i. Investment in the sub sector has not kept pace with the growth in enrolment.
ii. The university enrolment ratio of 3% is still very low by global standards and
huge investments are required to increase the enrolment ratio. For example,
69 out of 100 adults of tertiary education age are enrolled in tertiary education
programmes in North America and Europe, compared to only 3 in Kenya and
10 in South and West Asia. (UNESCO, 2006).
iii. There is evidence that the quality of university graduates is declining in some
programmes. These include professional degree programmes such as science,
engineering, medicine and business that are essential for development.
Professional bodies for accounting, engineering, and law, the local industry
and other employers in government and service sectors have raised concerns
about the quality of graduates from local universities (PUIB, 2006).
23
viii. Partnerships between local industry and Kenyan universities have been very
weak. In the developed countries, industry benefits from the activities of
research by universities, particularly from their state-of-the-art laboratories,
which conduct cutting-edge research for them. Industry in turn funds
research projects in the universities.
The PUIB observes that public Universities in Kenya are not efficient or effective in
their use of resources and are in urgent need of institutional reforms to make them
operate in a more business-like fashion. That means that there is need to pay greater
attention to learning outcomes rather than credentials. For example, improving the
quality of teaching using new innovative methods could achieve some of the desired
learning outcomes such as critical thinking and communication skills required in a
modern work environment. This observation is not unique to Kenyan universities as
evidence from Europe shows that money is not a guarantee for achievement of
superior learning outcomes.
Solutions to some of the problems highlighted above require much more that just
funding to support the operational budgets. The universities must endeavour to be
more efficient, flexible and effective in improving learning outcomes. The
government is aware of the need to reform the governance and management of
public universities in Kenya. To improve on the management of the public
universities in Kenya the competitive recruitment of Vice-Chancellors has been
adopted. The government could facilitate more reforms of the Kenyan universities to
make them more efficient in order to respond to both national and global challenges.
24
Implementing external quality assurance systems and regulations will cause
universities to focus on learning outcomes and quality indicators rather than
credentials. Operating in a business-like fashion will facilitate the efficient utilization
of the scarce resources. However, the government will need to continue to support
universities so that they prepare graduates for the new knowledge economy.
ii. Education pillar which develops an educated workforce that can use
knowledge effectively;
iii. Innovation pillar that ensures that global knowledge diffuses into the nation,
adapts it for local use and creates new local knowledge; and
Although the above pillars apply to nations, they could be used to assess the
preparedness of universities in Kenya to provide the knowledge economy workforce
required in the key economic areas of agriculture, tourism, business, finance, as well
as the niche areas of computer software development. This is the islands approach
to developing a knowledge economy that has also been adopted by countries like
Argentina and India which are more developed compared to Kenya. A similar
island investment approach has been proposed in the e-campus model for Africa
that has been developed by an ad hoc African experts group.
25
recommended that the government use the above pillars to structure and measure
the effectiveness of the additional investments into Kenyan universities.
It has been argued that the university should advance critical thinking and
innovation, social equity, deconstruction/or reconstruction of knowledge fit for
African/or Kenyan priorities and global competitiveness (Micere Mugo, 2001). She
further argues that there is need for appropriation, harnessing and development of
intellectual wealth inherent in the youth and communities.
Conclusion
Kenya has a critical mass of highly trained persons in many areas. However, lack of
employment opportunities, policy for rewarding additional qualifications and the
relatively early mandatory retirement ages lead to underutilization of these valuable
skills. The relatively early mandatory retirement of qualified and experienced
personnel is a loss to the economy. It is also a discriminatory practice based on age
which is contrary to human rights principles. It is also an expensive practice as the
retired personnel continue to be paid retirement benefits for a long time. To
maximize on the public returns on investment in education there is need to extend
the retirement age beyond the current 55 years limit.
26
CHAPTER TWO
2.0 ACCESS AND EQUITY
2.1 Background
The history of university education in Kenya dates back to the colonial period when
Makerere College in Kampala, Uganda, was established to cater for Eastern Africa
countries. After the independence of the three East African countries, the University
of East Africa was established. The Royal Technical College in Nairobi became a
constituent college of the University of East Africa. In 1970 the University of Nairobi
(UoN) was established as a fully-fledged national university. The original intention
of university education was to train administrators and white collar workers to be
employed in the public sector. Admission into the university was associated with
those areas missionaries had set up schools and the degree of evangelization. The
A level system where schools admitted the best students from across the country
led to some regional equity. In addition, university education was fully paid for until
1974 when the loan system was introduced.
In recent years however, high levels of poverty, lack of infrastructure and equipment
in some schools have been a major impediment to access to university education.
Inspite of the above constraints, there has been a steady increase in the number of
students qualifying for university admission. This however, has not been matched
with similar expansion of university facilities. This problem was compounded by the
change in the education system from the 7:4:2:3 to 8:4:4: which gave rise to a double
university intake in 1990/91. In order to meet the increased demand, the
Government embarked on an ambitious programme to expand facilities in
universities but this intervention was not sustained and some of the infrastructure
remains incomplete to date.
27
2.2 Barriers to Access
Access and equity in university education remain a major challenge for the
Government. Kenyas university GER is 3%. This is low compared to newly
industrialized and developed countries, which have 10% and 69% respectively.
Kenyas GER is still lower than the average for the African countries that stood at 5%
in 2005 (UNESCO, 2006).
As at 2006 the enrolment level at secondary schools stood at 1 million. About 250,000
of the students sit the KCSE. Out of those who qualify to enter university only 25,000
are admitted into public and private universities. Another 5,000 go to foreign
universities giving a total of about 30,000. Out of the remaining 220,000 students,
only about 60,000 access middle level colleges. There are about 160,000 students who
could benefit from university or middle level college education if places were
available. It is projected that the number of students completing secondary school
level by 2016 will be 1 million. Assuming an expansion of public and private
universities intake to 100,000, this would still leave out about 900,000 students
seeking admission into university and middle level colleges.
Kenyas inability to increase admission rates has been brought about by a wide
range of factors. These include disparities in geographical development, low social
and economic achievements of individual households, high levels of poverty which
currently stands at 46% (Economic Survey, 2007), disparities in achievement levels at
high school, and constraints in government funding which have until recently
limited the number of government supported students to about 10,000 annually
inspite of the rapid growth in the number qualifying for university admission.
Limited capacity in public universities has also resulted in raising cut off points
leading to candidates with grade B missing admission to government sponsored
programmes. In some competitive areas such as Actuarial Science and Medicine only
candidates with mean grade A plain are admitted. This leads to internal brain loss
of talented and gifted students with potential to contribute intellectually to national
development.
28
Disparities in achievement levels in secondary education have also compounded
regional inequalities as some districts and regions end up having very few
candidates qualifying for university education. In addition, those who qualify from
such districts end up in less competitive programmes. This has increased inequalities
that are manifested in the low numbers of people accessing university per region as
well as producing professionals such as doctors, engineers and lawyers per district.
In 2003, 2004 and 2005 only 371 candidates from Coast Province scored mean grades
A and A- out of 11,383 nationally. This constituted 3.2%, while Central Province had
2,459 constituting 21.6% (Table 2.1). These statistics imply that fewer candidates
from Coast Province stood a chance of being admitted to competitive programmes in
the public universities when compared to those from Central Province.
Table 2.1: No. of Candidates per Province who Scored Mean Grade A (plain) to C+
in 2003, 2004 and 2005 Combined
PROVINCE GRADE
A A- B+ B B- C+ Total
Coast 65 306 595 1054 2020 2507 6547
Central 392 2067 3814 5671 9175 11132 32251
Eastern 154 1315 3196 5544 8192 11983 30384
Nairobi 480 1617 1930 2334 2474 2653 11488
Rift Valley 250 1990 4326 7307 10578 15048 39499
Western 146 895 2208 3804 6076 8990 22119
Nyanza 159 1537 4136 6541 9454 12580 34407
North Eastern 0 10 28 78 139 289 544
Total 1,646 9,737 20,233 32,333 48,108 65,182 177,239
Source: MoE, 2006
The current knowledge based economies are driven by scientific and technological
based programmes and yet both private and public universities do not have the
financial capacity to fund the development of these areas. As a result, the number of
students in these programmes remains low. The government sponsored students
29
pay a uniform figure irrespective of the course they are enrolled in while the self
sponsored students meet the full cost of their university education. Although,
privatization of university education and the move to commercialisation has
enhanced access it has tended to increase social class inequalities in admissions.
30
Source: Economic Survey 2005
Table 2.2: Moi University Students Enrolment in Various Courses by Gender from 2003/2004 to
2006/2007.
DEPARTMENT/
PROGRAMMES 2003/2004 2004/2005 2005/2006 2006/2007
Number of Students by
Gender M F T M F T M F T M F T
Medical related 356 234 590 436 241 677 362 258 620 301 263 564
Business related 453 301 754 717 396 1113 643 397 1037 527 403 930
Education related 1545 810 2355 2363 783 3146 1511 878 2389 1297 773 2070
Technology related 752 126 878 1026 105 1131 886 134 920 896 148 1044
Arts General 511 353 864 722 291 1013 522 361 883 608 468 1076
Information and
Computer Science 199 100 299 258 131 389 210 117 327 203 120 333
Agriculture related 44 27 71 101 55 156 118 54 172 152 76 228
Forestry and Wildlife
Management 363 126 878 1026 105 1131 886 134 920 896 148 1044
Bachelor of Science 644 187 831 503 191 694 460 282 702 458 281 739
Total 4867 2264 7520 7152 2298 9450 5598 2615 7970 5338 2680 8028
Source: Moi University, 2006
31
2.3 Current Pathways to University Education
There are several pathways for students seeking university admission as
described below.
As a result of these constraints the number of secondary school leavers who have
qualified for entry into university education but were not admitted under JAB
has accumulated to 201,315 over the last seven years with academic year
2004/2005 accounting for 58,000 (86%) of the qualified candidates for that year).
32
Figure 2.2: KCSE Candidates Admitted to Public Universities in the Academic
Years 1999/2000 to 2003/2004.
33
2.3.3 Bridging Courses
Some public and private universities offer bridging courses to students who meet
the required minimum qualification for university admission but miss the
required cluster points in the relevant subjects to join degree programmes of
their choice. The bridging courses are offered within university campuses or in
other affiliated institutions where the universities have entered into collaboration
agreements. Some universities also offer bridging courses for key subjects where
the candidate may not have attained minimum qualification. Successful
candidates are then invited to apply for admission into degree courses. This
pathway is also available to only those students whose parents can afford to pay
for both the bridging courses and the eventual degree course studies.
34
University of South Africa (UNISA) with an enrolment of 250,000. Some students
are also enrolled by foreign universities through distance education and e-
learning. JKUAT is, for instance, collaborating with Sunderland (UK) to offer
degree programmes through distance education from this UK institution.
Similarly, the African Virtual University (AVU), which has satellite campuses at
Kenyatta, and Egerton universities, is offering ODL opportunities to Kenyans.
35
2.4.1 Projected University growth to 2015
The demand for university education is increasing rapidly. Using the current
university enrolment trends, the projected enrolment by 2015 will be 164,280
representing about 60% growth in twelve years (5.0% annual growth) (Table 2.3).
At the same time the projected number of students expected to qualify for
university admission (C+ and above) when the first cohort of the Free Primary
Education (FPE) students complete secondary education is projected at 230,118.
The figures demonstrate that the capacity of universities needs to grow two fold
in order to cater for the projected demand. In view of the current resource
constraints there will be need to pursue more diversified and innovative
mechanisms for meeting this demand.
Projected Annual
Year enrolment Growth Factor % Growth
2004 91,541
2005 96,440 4,899 0.054 5.35
2006 103,224 6,784 0.070 7.03
2007 110,008 6,784 0.066 6.57
2008 116,792 6,784 0.062 6.17
2009 123,576 6,784 0.058 5.81
2010 130,360 6,784 0.055 5.49
2011 137,144 6,784 0.052 5.20
2012 147,928 10,784 0.079 7.86
2013 150,712 2,784 0.019 1.88
2014 157,496 6,784 0.045 4.50
2015 164,280 6,784 0.043 4.31
Total 60.18
Average 5.02
36
there are several recommended options open to the country in order to increase
access to university education at a reasonable cost without compromising quality
and relevance of higher education.
37
Key Recommendation 1.1
Increase the Gross Enrolment Ratio (GER) of university students from the
present 3% to 10% by 2015.
Justification
38
2.4.2.1. Efficient Admissions Process
As already observed, students wait for two years after their KCSE before they
can be admitted into the universities. Some of them also never get admitted to
courses of their choice. SSS on the other hand get an advantage over the others
as they can get admission to courses of their choice as soon as they receive their
results. There is need to develop mechanisms for a timely, flexible admission and
placement process. The introduction of a smart card would allow students access
courses of their choice immediately after they complete their KCSE without
having to wait for two years for JAB admission.
In view of this, there will be need to harmonize and speed up the admission
process. The revised admissions process should be implemented as follows:
39
be more successful if the government subsidises it. Students should also be
supported with HELB loans and bursaries. Therefore, there is need for the
establishment of a fully-fledged national Open University. However, a study is
required to assess the existing local capacities, and develop mechanisms for
expansion, capacity building and diversification of programmes and delivery
modes.
For ODL to succeed the government as well as other stakeholders must accord it
the same commitment as that for traditional modes of delivery. Such
commitments should include adequate budgetary allocations, sustained staff
development, financial aid to students and the capacity to offer competitive and
popular courses. There should be sufficient investment in ICT to support this
mode of delivery. Proper planning must be done to ensure that the most cost
effective and wide reaching delivery methods are put in place.
40
campuses in strategic locations in order to exploit available resources in the
region. Brand names add more value and recognition than newly established
universities. Therefore, the strategy is to establish campuses of existing
universities. Currently there is a lot of duplication of academic programmes
among the universities and this limits students choices. This is also not cost-
effective. In order to fast track access to strategic programmes there is need for
cost-effective expansion and specialization in existing universities based on the
principle of regional comparative advantage and strategic priorities.
41
challenge to students from the socio-economically disadvantaged areas, female
students and those with special needs. In view of the above, it will be necessary
to consider enhancing affirmative actions for these groups.
In order for these affirmative interventions to enhance access and equity for
disadvantaged groups, specific and clear policies for their support should be put
in place. Such support should include enhanced financial aid, bursary support
for pre-university courses or alternatively provision for a five year first degree
instead of four year programme as well as provision of suitable and adequate
learning and teaching equipment for students with disabilities.
42
2.5. Outreach Programmes for Socio-Economically Disadvantaged
Communities
43
and graduating female, special needs and socio-economically
disadvantaged students should also benefit from such incentives; and
vi. provide information and create awareness about the new changes
recommended to students and other stakeholders.
Justification
Equity at university will enable the country to tap the national talent,
narrow the disparities in society, ensure social justice, and celebrate
national diversity and foster national unity.
Participation in and contribution to society in the 21st century will
require acquisition of knowledge and skills provided at university
level.
Equity will enhance national and gender equality.
Through the outreach and affirmative action programmes
recommended, it is possible to achieve equity in university
education by 2015.
Financial aid which targets needy students will enhance their
enrolment and retention.
Equity will enhance regional balance with regard to professionals
trained in such areas as medicine, engineering and science.
In order to achieve the strategy of 10% GER there is an urgent need to establish
a centralized and well-managed information and database system that keeps
track of enrolment, retention, completion and/or attrition rates of students
within universities.
44
Each university should be required to submit student data annually to the central
database system and also develop a coherent strategic and management plan for
its data.
2.8. Projects
In order to address the above issues on university access and equity, there are
several projects/activities recommended in the logframe on Access and Equity
that need to be undertaken. Listed below are a few of these projects.
45
The logframe for access
Strategic
Issue : Access
Strategic
Goal Increase GER from 3% to 10% by 2015
46
a) Establish
2. Expansion specialized 160,000
of capacity of campuses in students
existing strategic (achieve
public locations/deg double intake Develop TORs for
universities ree areas by 2015) university campuses Planned campuses 2008/09 VCs
b) Expand Increased
facilities for access in Identify strategic
strategic strategic programmes for national MHEST,
programmes programmes development. Priority programmes 2008/09 CHE
Assess the status and
potential capacity of local
universities to offer Post-
graduate programmes and Capacity for Post-
recommend additional graduate MHEST,
resources programmes 2008/09 CHE
Strengthen existing post-
graduate programmes and
c) Strengthen start new Post-graduate
postgraduate Increased programmes in strategic % increase in
programmes access in areas, Streamline post students enrolled in
in quality and postgraduate graduate admission Post-graduate studies 2008/09 and
quantity studies process in strategic areas annually VCs
Increased
d) Partner access and
with existing improved Develop policy, guidelines Streamlined system
middle level quality of and mechanisms for of university middle
colleges programmes partnerships level partnerships 2008/09 VCs, CHE
47
Diversified Evaluate the human Human resource
degree resource needs for current Status report; list of
programmes and proposed degree incentives
3. Expansion programmes in
of existing universities;
private Identify and provide
universities appropriate incentives for
private investors in
university education (as
proposed in the finance CHE,
logframe) 2008/09 MHEST
Increase
enrolment by
10% annually
from current
10,000 to
a) Diversify 20,000 Establish a Taskforce to re- Accelerated New
degree students by engineer new programme programme approval 2008/09 and CHE,
programmes 2015 approval process by CHE process continuous MHEST
b) Strengthen % increase in % increase in pool of
the capacity programmes Recruit professional staff local and
of CHE to approved per for CHE and expand pool international MHEST,
accredit year of resource persons resource persons 2008/09 CHE
programmes . %reduction in time
taken to approve
programmes 2008/09 CHE
48
4. Needs assessment
Establishmen Access report and criteria for
t of new increased by establishing new
universities 12,000 universities and
and colleges students; guidelines of new MHEST;
a) Establish Opening new programmes in place 2008/09 CHE,
three (3) new academic Assess the needs;
public programmes Determine criteria for
universities in national establishing and locating Campuses developed MHEST,
strategic areas new universities. and staff recruited 2009 CHE
Assess the needs;
Access Review criteria for
b) Facilitate increased by establishing new
the 4,500 students universities; Needs assessment
establishment Opening new Guidelines for determining report and criteria for
of at least academic new academic establishing new
three (3) new programmes programmes in national universities and
private in national strategic areas. guidelines of new CHE,
universities strategic areas programmes in place 2008/09 MHEST
30,000
students
c) Establish (achieve at
specialized least 20%
campuses in growth in Develop appropriate
strategic public incentives to accelerate
locations/deg universities growth in private
ree areas by 2015) universities Planned campuses 2008/09 VCs, CHE
d) Expand Increased Identify strategic Priority programmes 2008/09 VCs, CHE
facilities for access in programmes for national
strategic strategic development.
programmes programmes
49
Assess the status and
potential capacity of local
universities to offer Post-
graduate programmes and Capacity for Post-
recommend additional graduate
resources programmes 2008/09 VCs,, CHE
e) Strengthen Strengthen existing post-
postgraduate Increased graduate programmes and % increase in
programmes access in start new Post-graduate students enrolled in
in quality and postgraduate programmes in strategic Post-graduate studies 2008 and
quantity studies areas in strategic areas annually VCs, CHE
Increased
f) Partner access and
with existing improved Develop policy, guidelines Streamlined system
middle level quality of and mechanisms for of university middle
colleges programmes partnerships level partnerships 2008/09 VCs, CHE
5. Increased
Expand access in Assess the status and
postgraduate a) Strengthen postgraduate potential capacity of local
and postgraduate studies universities to offer Post-
International programmes graduate programmes and Capacity for Post-
students in quality and recommend additional graduate
programmes quantity resources programmes 2008/09 VCs, CHE
Strengthen existing post- % increase in 2008 and VCs, CHE
graduate programmes and students enrolled in annually
start new Post-graduate Post-graduate studies
programmes in strategic in strategic areas
areas
50
Increased
access and
b) Partner improved Develop policy, guidelines Streamlined system
with middle quality of and mechanisms for of university middle
level colleges programmes partnerships level partnerships 2008/09 VCs, CHE
c) Expand co- Increased
operation regional and Assess the possibility of Assessment report 2008/09 and
with and international reserving 5% of admission annually VCs, CHE
training for cooperation places for regional and
regional and international students;
international implement the results of
students the assessment
6. Modernize a) Modernize Increased Assess the existing Assessment report; 2008/09 MoE,
expand and expand and access from capacities and recommend expansion strategies MHEST,
upgrade upgrade 1,900 to 3,800; strategies for their and funding CHE
existing diploma improved expansion; invest in
middle-level Teacher infrastructure modern equipment
colleges Training and
Colleges equipment;
and Better
trained
teachers
51
Increased Assess the existing Assessment report; 2008/09 MHEST,
b) Modernize, access from capacities and recommend expansion strategies MoMS,
expand and 2,800 to 5,600; strategies for their and funding CHE
upgrade improved expansion; invest in
diploma infrastructure modern equipment
medical and
colleges equipment;
and better
trained
graduates
Increased Assess the existing Assessment report; 2008/09 MHEST,
c) Modernize, access from capacities and recommend expansion strategies CHE
expand and 43,000 to strategies for their and funding
upgrade 86,000 expansion; invest in
diploma students; modern equipment
technical improved
colleges/Insti infrastructure
tutes of and
Technology equipment;
and better
trained
graduates
d) Modernize Double the
expand and current A study to assess their Assessment report; 2008 and
upgrade enrolment; existing capacity; expansion strategies annually Respective
corporate improved formulate strategies for and funding Ministries;
training infrastructure linkages and partnerships Heads of
colleges and with universities Colleges;
(Railway, equipment; government and other MHEST;
Communicati and better stakeholders; invest in CHE
ons, NYS, trained modern equipment
Bandari, etc.) graduates
52
MHEST;
KNBS,
To establish a university Information system 2008/09 Directorat
a) Expand Specialized education management e of
and HE statistics information system. E-
strengthen the units governme
statistics to nt
include a HE CHE
statistics unit To develop guidelines for
enhanced capacity for
planning, policy
coordination and
monitoring in the
University Education
Division and the
universities
b) Develop Adequate and Assessment of the Educational Statistics 2008 MHEST
7. Expand and and recruit trained organisational structure of and ICT
strengthen adequate number of the university directorate professionals in
the HE human professionals and recommend place;
directorate of capacity and in educational restructuring. New organizational
MHEST develop ICT statistics; structure in MHEST
infrastructure Adequate
of the HE number of
directorate ICT
professionals
53
Data centre Prepare technical Technical 2008 MHEST
infrastructure specifications and design specifications
of MHEST data centre
Prepare tender documents Tender documents 2008 MHEST
Establish
Coordinated
admission
8. Coordinate voucher Coordinated Establish university Matched students 2008/09 MHEST,
Universities (Education admission students placement office interest with CHE,
Admission Smart Card) voucher in CHE academic programme HELB,
Process system system VCs
54
The logframe for equity
Strategic
Issue EQUITY
Strategic Goal Attain Equity in University Education Enrolment that Reflects National Diversity by 2015
55
d) Institute outreach Outreach Develop outreach No. of 2009 and VCs
programmes for programmes programmes students annually
courses with acute admitted
gender disparity directly or
indirectly as a
result of
outreach
programmes ;
No of 2008 and VCs
programmes annually
initiated
56
f) Fast-track Increased No. of Attract, recruit, % increase in 2008 and VCs,
recruitment of female teaching staff train, promote no. of female annually CHE,
female academic staff and retain female lecturers HELB
to achieve gender lecturers
equity
57
Publicize and No. of cases
strengthen the reported and 2008 and
implementation resolved and annually VCs,
of institutional time taken MHEST,
gender sensitive CHE,
policies MoGCA
Have adequate
Number of
and appropriate facilities and
facilities andservices that
services that
are gender
address gender compliant/
needs functionality VCs
compared to MHEST
the number of 2008 and MoGSC
users annually S,
Assess the gender Status of the
sensitivity of gender
universities sensitivity
index
58
Attitude and Train and No. of staff 2008 and VC,
behaviour change in sensitize and students annually CHE
the university university trained/sensit
community community on ized
gender issues and
procedure for
filing complaints
and consequences
59
2. Increase the a) Develop % increase in % of facilities
Modify 2009 MHEST
enrolment of affirmative action students with special modified
University VCs
students with guidelines for needs
facilities to
special needs students with special
accommodate
needs such as: QAS,
students with
pre-entry
special needs
programmes,
incentives
60
Negotiate with No. and value 2008 and VCs,
Government and of grants annually MHEST
development awarded and CHE,
partners for facilities in HELB,
additional place;
funding for No. of
specialized beneficiaries
facilities
Recruitment and No. of 2008 and VCs
training of support staff annually
University staff to
support students
with special
needs
2008 and HELB,
annually VCs
61
3. Increase the a) Synchronize Reduced waiting Develop a New 2008
enrolment of admission for time for admission to decentralized admission
socio- government University to at most admission system system
economically sponsored and six months upon the
disadvantaged privately-sponsored release of KCSE
students students results VCs
Assess the Assessment 2008
implication of report
delinked
admission on MHEST
equity /CHE
Develop a new New 2008
policy for accommodati
residential on policy
accommodation VC/CH
of students E
b) Review the means % increase in Develop and Completion 2008 HELB/
testing for student financially needy review the means rate of needy CHE/V
loans and bursaries students in testing students Cs
University instrument;
c) Publicly Availability of Develop Feedback 2008 HELB/
disseminate information to community-based from local CHE/V
information on the stakeholders at information communities Cs
processing and community level packages in urban and
beneficiaries of loans rural areas
and bursaries
d) Expand student % increase of Implement the No. of 2008/09 MHEST
loan schemes to privately-sponsored HE financing students on /HELB
support privately- students with access strategy (See expanded
sponsored students to student loans financing student loan
in both private and logframe.) scheme; value
public universities of the loan
schemes
62
e) Establish bursary Value of the bursary Establish/review Value of the
fund for students fund /strengthen fund
from social bursary funds in
economically Universities and
disadvantaged HELB
communities/areas No. of students from No. of 2008 and VCs/HE
marginalized Beneficiaries annually LB
locations (urban or
rural poor) who
benefit
63
CHAPTER THREE
3.0 QUALITY AND RELEVANCE
3.1 Introduction
Quality in a product or service manifests itself in the satisfaction of the clientele.
Quality education demonstrates its due accountability to the public when it is
relevant to the needs of both the learners and of the community. This is why
every nation, in principle, seeks to have universities of quality, which produce
graduates of substance and distinctive character, with productive, innovative
and creative abilities, as well as excellent leadership abilities for service to the
community.
This chapter focuses on the most critical factors outlined above with an overall
strategic goal of improving the quality of learning and research in university
education for socio-economic transformation by 2015.
Kenya has done very well in respect to the quality of students in the university
because its system relies heavily on the process of students final assessment at
the end of their secondary school education. There is a credible national
standardized system of testing in the form of the Kenya Certificate of Secondary
Education (KCSE) Examinations. There is also a commendable system of
selection for admission into the university which at the moment has been pegged
on the attainment of C+ (plus) and above in the KCSE examination. Table 3.1
below shows the number of candidates who attained C+ (plus) and above for the
years 2001-2006.
64
Table 3.1: Number of Candidates with C+ and above in KCSE (2001-2006)
Year No. C+ and Total no. of % of candidates scoring
above candidates C+ and above
2001 42,158 194,798 21.64
2002 42,721 198,076 21.57
2003 49,870 205,730 24.24
2004 58,230 219,405 26.54
2005 68,030 260,665 26.10
2006 63,104 243,453 25.92
AVERAGE 54,019 220,355 24.33
Source: Kenya National Examinations Council, 2007
The JAB standardized system for selecting students joining public universities
will have to be reviewed as Kenya opens up access through more diversified
entry criteria that recognize credits earned at various middle level colleges, other
accredited examination systems within and without the country, and prior-
earned learning.
A range of approaches and practices for the accreditation of prior certified learning
are emerging even though they have not been standardized or unified. Kenya,
however, would add great value to the student admission process if she goes
beyond this prior certified learning and acknowledges the place and contribution
of prior experiential learning. There are many Kenyans who have great knowledge
in various fields and who would otherwise benefit from higher education if the
criterion of admission and/or the teaching language in universities is not too
narrowly defined.
65
3.2.2 Diversified Admission Criteria
Some private and public universities have already adopted several entry criteria
besides the KCSE examination. They have adopted a mode of admission that
gives credits to students with Diplomas, Certificates and other qualifications.
The PUIB report gives national gross student-to-staff ratios for several countries
including Kenya (PUIB, 2006:88-89), which is 14.6. This ratio has substantially
changed since the introduction of the SSS. These programmes have skewed the
student-staff ratio with the number of students increasing while the number of
academic staff remains constant. This has also led to limited tutorials or their
elimination altogether. Student-staff ratios in Kenyan universities, therefore,
need to be improved through an increase in staffing, diversification of modes of
delivery, interventions in the learning situation, and better terms of service for
lecturers and employment of teaching assistants.
Table 3.3 below shows the current and proposed SSRs for selected academic
programmes in public universities together with their respective benchmarks.
The PUIB report (2006) acknowledges the need for these improvements and goes
further to propose new SSRs for various disciplines, while still holding the gross
66
national SSRs to within an average of fifteen (15) on the basis that the trend of
SSRs can be increased without compromising academic quality by application of
teaching tools such as ICT which enhance delivery.
Table 3.3: Current and Proposed Student-Staff Ratios for Selected Academic
Programmes in Public Universities
67
3.3 Quality of Academic Staff
Regardless of the level of education under consideration, it has been argued that
the teacher resource is one of the most important inputs into the education
system. As a single element it ranks only second to students. Dedicated, inspiring
and competent lecturers are key to quality instruction and the overall
development of the students. They are looked upon as role models. The calibre of
academic staff can be measured in terms of qualifications and their absolute
numbers as compared to that of students. In addition, their continued
development is demonstrated by the continuous pursuit of scholarship and
research.
The honours and awards conferred upon a lecturer are also very important
indicators of quality. Beyond this general outlook, quality in academic staff
should also focus on processes that affect them as individuals. The key elements
for consideration in this regard include: prior preparation and training;
recruitment and employment procedures, development and enhancement;
incentives and motivation; monitoring and evaluation; and promotion
procedures and retention.
Kenyas universities score rather low with regard to how many faculty members
are qualified to the PhD level. This is partly due to brain drain. Each of our
universities should have a substantive number of highly qualified academic staff
at the centre of its teaching, research and supervision levels. Indeed entry into
university teaching should be a PhD. Universities should be keener to recruit,
develop, and retain such personnel by putting in place comprehensive and
competitive incentive systems.
68
recommended that Postgraduate training be done through a combination of
coursework and thesis.
Special attention should be given to the library as it is the heart and soul of the
university. Libraries fundamentally influence and facilitate the pursuit of
69
knowledge and research for students and faculty. They should be adequately
equipped with textbooks, online resources, and relevant publications and also
have adequate reading and working space.
The PUIB report indicates that in addition to volumes of books, the holdings in
the libraries, especially of public universities, need to be relevant to the degree
programmes. These libraries have very old titles and are limited in contemporary
ones. The report also indicates that the seating capacity in most libraries was too
low compared to the number of students. Table 3.4 shows status of libraries in
selected universities in Kenya.
70
Table 3.4: Public and Private Universities Library Stock, Annual Budget, ICT
Status and Seating Capacity
Some universities have made considerable effort to improve and maintain their
teaching-learning physical facilities. They have re-branded themselves well with
much learner friendly and well-maintained campuses and more organized
systems. However the existing teaching-learning facilities in many instances are
inadequate, outdated, and of poor standards. Therefore additional investments
to expand and establish new ones are required.
71
Concerns have been raised about technical staff lacking the requisite skills and
will in maintenance and operation of some equipment in university laboratories
and workshops. There is need to train and upgrade the technical staff in our
universities so that they are able to effectively and efficiently facilitate the
teaching and learning process. Exposure to state-of-the-art equipment for
technicians could be enhanced through industrial attachments. When expensive
equipment is procured, there is need to have maintenance contracts for them and
build-in sustainability programmes so that universities do not find themselves
with tools that they cannot utilize.
The issues of relevance also need to take into consideration Kenyas areas of
strength and uniqueness. For example, the rich wildlife heritage provides
opportunities for specialized teaching and research programmes. Other areas
include flora and fauna, indigenous knowledge, performing arts, cultural
attractions, and historical monuments, some of which have been already
recognized by UNESCO as World Heritage Sites.
There is also need to add value to our primary products through innovation and
aggressively branding them in order to enhance our competitiveness in world
trade.
72
3.5.1 Length of Semesters
The length of semesters is clearly stipulated in university statutes. However, this
is often violated and semesters shortened by as much as two or three weeks in
some universities. This loss in students study time is often compounded by the
time it takes for students and faculty to settle down to serious learning and
teaching at the beginning of each semester. Sometimes timetabling problems and
general laxity on the part of students, faculties and administrators cause these
delays.
Every university needs to have a clear calendar of activities and timetable with
regard to semester dates and other academic activities. This should be a
contractual document between the university and her students which makes it
easier for students to plan ahead. Moreover, universities can avoid the cost of
printing and circulating the calendar by having it on the website and/or talking
notice boards in each faculty/school/institute or centre of learning. Such
effective planning and adherence to the plan would make Kenyan education
attractive both to Kenyans and to international students.
Students in some universities use the internet more as a source of knowledge and
information. While faculty and students need greater access to e-books,
individual universities could also encourage the production of local reading
materials on the internet which students can be referred to. Indeed, each
university must significantly enhance its ICT interface and link it with the
process of borrowing books in the libraries. All these would require that internet
infrastructure be in place to support the process.
Public universities should encourage these experts to give lectures on real life
experiences including those of industry, health, government policy and other
sectors of life to enhance the exposure of the university community and the
public. While this is ongoing in some universities, publicity for these activities
need to be enhanced and disseminated.
There is need to develop mechanisms for attracting and utilizing Kenyans abroad
and locally who have been proven to be excellent drivers of institutions and
innovations. Faculty need to be recognized for good teaching, linkages, and
research in our national honours list as well as individual universities having
ways of honouring their outstanding academic staff. The country should
recognize its outstanding scholars and identify ways of appreciating their
contribution to knowledge, development and innovation. It is recommended that
a system be put in place to track such Kenyans and highlight their work. A
databank needs to be created so that more Kenyans can celebrate their strengths
in various fields. A sense of patriotism that motivates scholars to mentor
unselfishly and with great dedication be inculcated into Kenyans. .
75
specific strategic programmes through commissioned papers or inaugural
lectures.
i. putting in place policies that encourage all First Class students to pursue
postgraduate studies;
ii. fast-tracking the registration process and making it more student friendly;
iii. having policies that stipulate a timeframe for the completion of PhDs;
76
iv. enhancing the completion rates of PhD which in turn have an effect on
quantity and quality;
v. providing students with adequate stipends and where necessary other
facilities that ensure them reasonable accommodation; and
vi. providing students with research grants that are tied to the writing and
completion of PhD.
Although we have a referral hospital in each province, many of these are not
teaching hospitals. All the people from these communities who want to pursue a
career in medicine learn within contexts that sometimes are removed from the
realities of their communities. Upon graduation, many of them decide to
continue working in their new settings. Would it not work better if
referral/teaching hospitals were closer to the people so that people are trained
locally and remain to serve their populations?
At the moment, Kenya is vigorously training but not retaining. As at 2006, 6,000
doctors had been trained in Kenya but we have managed to retain only 600. The
country lags behind in the provision of qualified doctors with only 14 docotrs per
100,000 populations. What is the solution to this undesirable trend? While it is
imperative that more be trained to meet the need, we must question if this is a
good solution. A better way forward, surely, is for Kenya to invent ways of
retaining at least 50% of her trained health workers. In addition, a legal
framework needs to be in place that requires doctor interns to be supervised by
qualified personnel. It has been reported that sometimes nurses have supervised
these trainees because there are few local doctors/consultants. It may also be
77
more helpful to consider partnership and/or a new model in the provision of
health education in Kenya, especially with the private sector. It should not only
be the public universities that have schools of medicine. We need to break new
ground by seeking new partners especially in the private sector as seen in the
case of Tanzania, for example. Some of its major teaching/referral hospitals are
privately owned.
While faculty and course evaluations are now standard procedure in most
private universities, this internal quality assurance measure is yet to take place in
a systematic way in some public universities. There is need to ensure that the
information gathered through evaluation is utilized to improve quality. Peer and
industry assessments could also be used to inform internal quality assurance. To
enhance the effectiveness and sustainability of these measures, institutions
should develop internal reward systems that target faculty, the quality of
research, innovations, and community service.
78
CHE is the quality assurance body for higher education. It has developed
standards, rules and regulations for quality assurance in some critical areas. Its
effectiveness has been particularly evident in the maintenance of quality
assurance in private universities. However, it has been noted that with the quest
to meet the high demand for education in Kenya and the inadequate government
funding that has been witnessed from 1980 to date, certain elements which go to
producing quality are either lacking or misplaced in most Kenyan universities,
especially in the public ones.
The accreditation process needs to have some reward and sanction system
attached to it. In some countries, the level of funding is tied to the number of
students who successfully graduated as well as the volume and quality of
research and publications. In some cases, incentives are withheld and only given
when a university provides a credible plan for self-improvement. Kenya should
adopt systems of incentives which encourage universities to focus on quality.
Justification
Kenya is concentrating the best human and quality physical
resources in this sector, and therefore, expects the best returns.
We are in a highly competitive global environment and therefore,
need quality universities to effectively participate.
Universities by their nature are required to foster excellence and
the highest standards in every endeavour.
To leapfrog the country into a newly industrialized status, quality
research environment and conducive climate are required.
We need to appreciate and build on the existing research
infrastructure and ongoing reforms in order to improve quality.
Quality universities are required for the realization of Vision 2030.
79
All the activities outlined in the logframe are doable by the universities.
The additional financial resources required to achieve quality can be
generated by the universities and/or government.
80
xiv. Involvement of peers, professional associations and bodies in quality
assurance and control of graduate programmes.
3.10. Projects
The proposed projects to enhance quality and relevance of university education
are discussed under four major concerns: the envisaged quality assurance
mechanisms; sustainability of programmes; diversification of programmes; and
Research and Development.
81
the process of internal and external audit through visitations. There
should be structures in place to identify and justify them.
vi. Programmes and Funding: to establish a mechanism for ranking
programmes as a basis for special funding.
vii. Modes of Examination: To evaluate and compare Kenyan universities
modes of examining students with other modes applied globally. The
universities need to devise a project to reassess their current modes and
mechanisms of examining students and develop a new model that will
achieve their desired objective. How can the variations in the examination
processes both in public and private universities be harmonized?
viii. Rewarding innovative Research: To come up with guidelines on how to
appropriately recognise researchers and consequently promote research
and publication.
ix. Programme Ranking: To develop criteria for ranking specific
programmes in the universities in order to promote competition and
improve funding for excellent programmes.
x. Approach to Postgraduate study: to interrogate the management of
postgraduate training in terms of recruitment of postgraduate students,
teaching, training, resources availability and supervision.
xi. Admission procedures: To prepare guidelines on admission procedures
that should take into consideration the variation in programmes such as
8.4.4 system, G.C.E. O & A levels, technical and diploma colleges, prior
earned learning and prior experiential learning, among others.
82
3.10.2 Sustainability of Programmes
Some programmes in Kenyas public universities do not attract students. This
could be due to the way the courses are taught or the way they relate or do not
relate to the needs and demands of industry. Their relevance to stakeholders
needs or national priorities can be deemed questionable. This not withstanding,
JAB continues sending students to such programmes involuntarily, hence
significantly contributing to attrition, loss of opportunity and/or frustrations in
stakeholders. Kenyan universities should continuously rationalise and review
their programmes based on the market trends and future projections. To do this
effectively, the following projects at the national level should be a prerequisite:
83
The Government of Kenya needs to invest in the following projects to curb the
erosion of the gains made in the initial diversified university system:
84
A study should be undertaken to identify ways to enhance the competencies of
local languages and to develop them to be used as mediums of learning in some
university courses. Since we live and trade in a global environment, there is also
need to evaluate the way Kenya has positioned herself to take advantage of
foreign languages like French, Arabic, Chinese, Portuguese and Spanish. This is
an area where universities can take a lead and venture in outreach programmes
to promote local and foreign languages among local schools within their vicinity.
85
number of copyrights; the number of patents per year; the areas and
kinds of research that are being undertaken; the areas that are not
being researched; and the kinds of innovations exhibited. With the
pressures of globalization and the head-start that we appear to have in
the region, Kenya must continue to invest significantly in areas, bodies
and outputs of research that support quality assurance in university
education. We need to invest in the identified priority research areas
within specified periods of time. We recommend that the Government
of Kenya (GoK) should set aside about US$ 65 million (KSh. 4,680
billion) within the next five years for research. Research that can add
value to our natural resources, agriculture and improve our
environment and peoples health is vital.
3.11 Conclusion
While this chapter has pointed out certain strengths that Kenya needs to exploit,
it has also indicated many weaknesses in various spheres of the teaching-
learning process that must be addressed to ensure quality in university
education. Specific issues which need to be addressed with regard to students,
faculty, programme and physical facilities have been highlighted. The challenge
before us as a nation is that it is not enough for universities to mount courses and
admit students. Deliberate steps must be taken to ensure that universities
continue to admit the right students, develop faculty adequately, run
programmes efficiently and effectively and have the requisite physical facilities,
which promote quality education. The importance and urgency of harnessing
thinking, strategies, resources, and funds in ensuring quality assurance and
relevance in higher education as a matter of priority, cannot be over-emphasized.
The Government of Kenya must invest increasingly in critical areas and continue
to facilitate key support services.
Each university should have, within its structure, a quality assurance mechanism
as a means of helping entrench, gauge, and monitor quality. This quality
assurance machinery should evaluate and review, from time to time, the quality
standards within the university. To ensure that this internal quality is of the
highest standards, each universitys internal quality assurance mechanism
should be subjected to peer review at the national, regional, and international
levels. Only then can our universities fully exploit their potential for creativity,
relevance and innovation and also secure their competitiveness in the region and
internationally.
1. Establish a) Develop a Quality CHE to develop unified A unified national 2008/09 CHE,
and/or diversified students that admission qualification MHEST, VCs
strengthen merit system are competitive criteria/procedures for framework
admission that embraces for any students from the 8.4.4 Market 2008/09 CHE,
mechanisms other university in system, G.C.E. O & A competitive and MHEST, VCs
to ensure qualification Kenya and levels, technical and undergraduate annually
quality of systems elsewhere diploma colleges and so students
students forth.
b) Develop Admission of Develop/review Quality students 2008 and VCs, CHE
admission qualified and admission guidelines for annually
guidelines for quality students specific programmes
specific degree for the specific given the diversified
programmes programmes admission criteria
c) Develop The students Develop admission Admission 2008/09 CHE,
admission admitted criteria for prior earned criteria MHEST, VCs
criteria for through prior and experiential learning.
87
prior- earned -earned and Assess the viability of Researched report 2008/09 CHE,
and experiential experiential local African languages MHEST, VCs
learning criteria will be for use in some
quality students programmes and develop
translation mechanisms
that will go with it
d) Develop Greater and CHE to develop Criteria for 2008/09 CHE,
admission principled admission criteria for admitting MHEST, VCs
criteria for access to graduates of diploma diploma students
graduates from university by colleges
diploma diploma
colleges and graduates
other middle
level colleges
e) Develop Admission of Assess the needs for Assessment 2008/09 VCs,
admission quality students university entrance for report and MHEST,
outreach from socio- disadvantaged annually CHE
programmes economically communities
for students disadvantaged Design and implement Programmes 2008/09 VCs,
from socio- communities outreach programme developed and MHEST,
economically Enhanced annually HELB, CHE,
disadvantaged admission of Community
communities students from leaders
such communities
88
(e) Affirmative Improved Develop and apply clear Guidelines 2008/09 VCs,
action on quality of guidelines for affirmative developed and and MHEST,
qualified but students action Students who annually HELB, CHE,
otherwise not admitted to qualify to Community
selected university from university leaders
students; and marginalized admitted
improved districts Evaluate the Evaluation Report 2008/09 VCs,
school infrastructure and and MHEST,
infrastructure leadership of all schools in annually HELB, CHE,
and leadership disadvantaged Community
communities. leaders
Provide resources that Relevant
directly address the infrastructure and
disadvantage leadership in
place
89
ii) Retention
and completion
rates will be
improved
c) Strengthen Strengthened Identify additional New quantum of 2008 and MHEST,
HELBs capacity HELB capacity sources for student funding and annually HELB,
to assist to distribute financing percentage KEPSA,
qualified needy student loans increase in FOUNDATI
students student funding ONS
Establish a new student No. of students 2008 and HELB, VCs,
loan system that pays the enrolled in annually MHEST,
real cost of learning to courses/program CHE
allow student take courses mes of their
of their choice choice
3. Improve a) Re-introduce Enhanced Analyze retention and Data base on 2000/089 VCs
the tutorial system learning and graduation data for all university
retention in order to improved programmes in all retention and
and improve student and universities to establish graduation rates
graduation learning staff contact and the magnitude of the
rate of mentoring problem
university b) Expand the Enhanced Analyze the staff to Report on 2008/09 VCs & CHE
students physical learning and student ratios for all student/staff and
facilities to improved programmes in each ratios per annually
support tutorial student and university programme
system staff contact Determine the additional Facilities in place 2008/09 VCs & CHE
facilities for a vibrant
tutorial system
90
c) Expand post- i) Increased Develop the Quality indicators 2008/09 VCs & CHE
graduate number of criteria/indicators for for P/G and
programmes to highly trained evaluating the quality of programmes annually
increase number persons. post-graduate
of teaching programmes.
assistants Assess the quality of Data 2008/09 VCs & CHE
existing post-graduate and
programmes annually
Assess the capacity of Capacity 2008/09 VCs & CHE
universities to provide indicators and
post-graduate studies. annually
Improve the management Mechanisms that 2008/09 VCs & CHE
and enforcement of the ensure and
quality assurance policies compliance of annually
institutional
regulations
ii) Effective Develop guidelines for Relevant and 2008 & CHE, VCs
teaching and gauging of academic sustainable annually
learning programmes in order to programmes
streamline, consolidate, Programmes that 2008 & VCs,CHE,
promote and/or phase meet national annually MHEST
them out depending on socio-economic MoTI
their alignment to national needs
strategic needs and the
market.
Training of quality staff Enhanced 2008 & VCs
for effective teaching, research output annually
research management and and quality
quality assurance. students
91
d) Develop a Enthusiastic Review and improve the Time taken for 2008 & VCs
more efficient postgraduate system by having a clear admission annually
admission students time bound process; fast
system for post- attracted into track the process to meet
graduate universities the students needs
students
4. Produce a) A well-rounded Assess the impact and Impact and scope 2008/09 VCs, CHE
high calibre, Introduce/expa educated citizen scope of the current report
well- nd common foundation/common
prepared, foundational core/general education
and suitable courses that courses in all the
graduates of include ethics universities
integrity and philosophy Review curriculum to Curriculum
and develop ensure that courses on reviewed 2008/09 VCs
critical thinking ethics, critical thinking
and analytical and analytical skills are
skills incorporated into
mainstream university
teaching/learning.
92
b) Men and Establish events and Positive reports 2008 and VCs
Institutionalize women who are programmes like public about students & annually
ethical conduct cultured and debates, lectures, alumni;
and civil culture exhibit high seminars, orientation Awareness
in universities ethical programmes that promote programmes like
behaviour civil and ethical behaviour debates;
involvement in
community
service and
general respect
for environment
and senior
citizens
5. Develop a) Set up Focused and Assign/strengthen and Capacity to 2008 and VCs
student and/or well mentored train academic advisors mentor students annually
academic strengthen students on mentoring and effectively
support academic counselling students
systems and advisors'
monitor services
93
progress of b) Establish Increase equity Establish guidelines for Capacity for 2008 and VCs, CHE,
students three month in gender and selection and the teaching intensive annually MHEST
pre-entry communities programme for pre-entry remedial teaching
programme in students is made available
science and
technology for
women and
students from
disadvantaged
communities
c) Develop Enlightened and Assess the existing Availability/ 2008 and VCs
and/or informed public Information Systems with Accessibility of annually
strengthen the and university a view to strengthening the information to
student community them. community
academic
information
system in every
university
d) Assign Well mentored Develop advisory, Number of 2008 and VCs
students to students monitoring and students who annually
academic evaluation systems and visit advisors;
advisors guidelines feedback from
(lecturers) on students
admission
e) Promote and Increased Establish/Strengthen/revi Well equipped 2008/09 VCs
enhance career student job talize an effective career centre; number of
counselling placement. counselling centre. students who
visit centre
94
services in all Develop programmes Number of 2008 & VCs
universities /sessions for interaction speakers, events annually
with students and links with
industry etc
Establish & maintain Adequate/curren 2008 & VCs
database on graduate t database and annually
schools/universities, information
career patterns and
undertake tracer studies
on job placement (skills
inventory);
f) Promote an i) Students with Establish contacts and Employers 2008 & VCs,
entrepreneurial a better active interaction with feedback and annually KEPSA,MoSt
/innovative understanding employment market for success of ate in charge
mindset in the of the placement of students placement of Youth
students requirements of Affairs
job market and
how to prepare
themselves for
it.
ii) Student Determine ways to Presence of 2008 and VCs,
preparedness integrate entrepreneurship annually MHEST,
for innovation/ entrepreneurship/innovat /innovation MoT
entrepreneurshi ion in the regular culture in the
p. university academic thinking and
programmes actions of
students
95
6. Recruit, a) Establish i) More Develop the Quality post- 2008 and VCs & CHE,
develop, quality post- qualified criteria/indicators for graduate students annually the proposed
and retain graduate postgraduate evaluating the quality of NRF
Ph.D. or programmes students post-graduate
equivalent attracted to programmes.
qualified universities. Assess the quality of Assessment 2008 & VCs & CHE,
academic existing post-graduate report and annually the proposed
staff programmes database NRF
established
Assess the capacity of Capacity 2008 & VCs & CHE,
universities to provide indicators annually the proposed
post-graduate studies. NRF
Improve the management Mechanisms that 2008 and VCs & CHE,
and enforcement of the ensure annually the proposed
quality assurance policies compliance of NRF
institutional
regulations
ii) Quality Establish an orientation, Focused and 2008 & VCs, the
academic staff in-servicing, and productive annually proposed
will have been mentoring systems for younger scholars NRF
mentored. academic staff
b) Establish i) Increased Establish research projects Published works 2008 & VCs, the
post-doctoral research output in national strategic areas and patented annually proposed
programmes products NRF
ii) Retention Identify and seek funding Number of post- 2008/09 VCs,
and attraction of to establish such doctoral MHEST,
outstanding programmes; programmes MoTI, the
PhD students Establish Post-doctoral established and proposed
and researchers programmes students enrolled. NRF
96
c) Enhance the Improved Assess the strengths and An assessment 2008 & CHE,
incentive retention rate, weaknesses of the existing report annually University
system for new improved incentive systems, the Councils
and existing morale and terms and conditions of /Manageme
academic staff work ethics service for staff nt Boards,
among staff. the proposed
NRF
Enhance terms and Rates of retention 2008 & VCs,
conditions of service of staff and annually Councils/M
increased output anagement
Boards, the
proposed
NRF
d) Establish i) Availability of Assess the national, Operational 2008/09 MHEST &
centres of platform institutional capacities centres of CHE, the
excellence between private and geographical location excellence proposed
sector and for identifying and NRF
universities. establishing national
centres of excellence in
specific strategic
areas/programmes.
ii) Increased Establish and annually Increased 2008 & VCs, MHEST
research output avail a national inventory research annually MoTI, the
of research. publications/pate proposed
Establish targeted funding nts and funded NRF
for strategic research projects
97
iii) Develop Build capacity for Quantum of 2008 & VCs,
business spin- negotiating licensing, resources annually MHEST,
offs. transfers and patent allocated to MoTI, the
rights. research proposed
NRF
Look for venture capital. Volume of 2008 & VCs,
venture capital annually MHEST,
investment MoTI, the
proposed
NRF
Quality of 2008 & VCs,
partnerships and annually MHEST,
joint ventures MoTI, the
proposed
NRF
e) Introduce i) Maximum Develop policy and Number of active 2008/09 VCs, the
flexible terms of utilization of the implementation strategy joint proposed
service that limited on joint appointments; appointments NRF
allow for joint academic staff, implement policy
appointments facilities and
and linkages resources
and ii) Enrichment Identifying and engage No. of joint 2008 & VCs, KEPSA,
consultancies and broadening individuals with teaching and annually MHEST,
of knowledge appropriate skills that industry-linked MoTI, the
experiences. would enhance joint research proposed
university-industry programmes NRF
research/teaching
activities
98
iii) Better Identify the barriers and Percentage 2008 & MHEST,
facilitation of establish incentives that increase in annually VCs, CHE,
staff attachment would enhance staff interaction the proposed
and internships. interaction with industry between NRF
academic staff
and private
sector/organiz-
ations
Establish liaison offices Number of links 2008 & MHEST,
with trained officers in and strength of annually VCs, CHE,
each university to vibrancy of the proposed
facilitate staff & communication NRF
student/university
contact with industry and
ensure vibrancy
f) Increase ratio i) Strengthened Assess the current ratios Data on the status 2008 & VCs,
of academic research and of academic staff with of PhD ratios annually University
staff with teaching PhDs in all programmes; Councils/M
relevant PhDs Recruit scholars with Percentage of anagement
or equivalents PhDs (or equivalents) for staff with PhDs Boards, the
in all the institutions to meet the proposed
departments required ratios. NRF
ii) Improved Assess the basis of Improved 2008 & Chancellors,
university university ratings and international annually VCs, CHE,
rating design mechanisms to recognition of the the proposed
internationally improve individual university NRF
university rating
CHE then publishes the Document on
basis for university ratings ratings
99
7. Increase a) Provide i) Quality and Establish mechanisms for Increased grant 2008 & VCs,
the quantity, incentives and quantity assessing and rewarding funding to annually MHEST,
quality and competitive research good research output. universities, MoTI,
relevance of research grants proposals
research Increased 2008 & VCs,
output university awards annually MHEST,
and recognition MoTI
to researchers;
peer reviewed
proposals
ii) Quality Establish policy to Policy in place for 2008/09 VCs,
research output. manage and direct directing and National
research to the critical managing Council for
areas of national research Research
development. and
Build capacity for Number of new 2009 Technology,
undertaking research, products, MHEST,
dissemination and publications and MoAgric.,
utilization of research patents arising MoTI,
output. from research Proposed
increased NRF
citations from
local research
100
iii) An Review the existing Increase in 2008 & MHEST
improved research environment percentage of annually CHE, VCs,
research especially funding, funded research Research
environment management, output and Institutions,
utilization of resources at
Increase in Proposed
institutional and national
completion rates; NRF
level Increase in
patents,
publication
and/or utilization
iv) Increased Train staff on research Increase in the 2008 & VCs
research income proposal writing, number of annually
to the university management and proposals that are
marketing funded;
Enhanced 2008 & VCs,
efficiency i.e. annually
reduction in time
from conception
of proposal to
funding;
enhanced overall
research
environment
101
Establish and/or Interaction and 2008 & VCs
strengthen relevant engagement with annually
offices in Universities to research in
assist the research universities;
proposal process better monitoring
of research
activities by a
university;
visibility of
research within
the university
Increase in 2009 & VCs
number of annually
proposals that
attract funding
and the levels of
grants
Establish a pool of A database of 2008 & VCs,
seasoned researchers research annually Proposed
experts/mentors; NRF , CHE,
Inter-
University
Council
Develop clear linkage Increase in the 2008 & VCs
between use of scholars number of annually
timecum-output and institutional
incentives both at the incentives,
institutional and recognitions and
researchers level awards
102
Defined 2008 & VCs
percentage of annually
time allocated for
research
Develop an inventory of Database and 2008 & VCs, MoE,
funding sources linkages annually MoST, MoTI,
MoAgric.,
KARI
Mentor younger scholars enhancement of 2008 & VCs
on research proposal and postgraduate/pos annually
marketing of research tdoctoral training
b) Establish i) Reduced costs Universities to develop a Clear guidelines 2008/09 VCs
collaboration of operations. clear policy and for overheads.
amongst guidelines on overheads
institutions and that can be used to
private sector negotiate with donors
for Universities to establish Number and level 2008 & VCs
procurement, research grants that of university annually
use and support new research internal research
management of proposals grants
the resources Allocate sufficient Well maintained 2008 & VCs
and the maintenance and and functioning annually
utilization of operations budget equipment for
research teaching and
findings research
103
Train technical staff for Number of 2008 & VCs
maintenance and trained annually
operations of the teaching technicians;
and research equipment increased
productivity and
more efficient use
of equipment
Determine the modalities Number of 2008 & VCs,
for pooling of resources emerging and on- annually MHEST,
among/between going MoTI,
universities and industry. partnerships MoAgric.,
between Research
universities and Institutes
private sector and
Industry
VCs,
Directors of
Research
Institutes
Number of active 2008 & VCs and
collaborative annually KEPSA,
efforts between Directors of
universities and Research
research Institutes
institutions
104
Invest in common Number of 2008 & VCs,
facilities that can be equipment/buildi annually Directors of
accessed either physically ngs/ Research
or online. laboratories/libra Institutes
ries shared and
funded
Volume of 2008 & VCs,
Information annually Directors of
exchanged Research
Institutes
ii) Better Identify the Protocol 2008/09 VCs,
utilization of limited/specialized established Directors of
limited/speciali facilities and determine a Research
zed facilities. protocol and the means to Institutes,
maximally use these MHEST,
resources MoTI,
MoAgric.
The level of 2008 & VCs,
utilization of annually Directors of
resources Research
Institutes,
MHEST,
MoTI,
MoAgric.
105
iii) Enhanced Articulate protocols and Guidelines on 2008-10 VCs,
national guidelines for collaboration and Directors of
innovation collaboration increase in the Research
system number of Institutes,
innovations MoE, MoST,
MoTI,
MoAgric.
Assess the capacity and Database on 2009-11 VCs,
need of universities, and capacities and Directors of
small and medium limitations; Research
enterprises to participate increased Institutes,
in collaborative research utilisation/comm MHEST,
ercialisation of MoTI,
innovative ideas MoAgric.
106
iv) Improved Assess the productive Number of 2008 & CHE, VCs,
publication capacity of Kenyasarticles published annually KIPI,
index for the Researchers throughin peer reviewed Proposed
country. assessment of the number journals; NRF, and
of copyrights, the number knowledge of Research
of patents per year, the Research Institutes,
areas and kinds ofDevelopment and Ministry of
research that are being Demonstration Foreign
undertaken, the areas that (RDD) strength Affairs
are not being researched, and weaknesses;
and the kinds ofnational
innovations exhibited. publication index;
increased
expenditure on
RDD.
Increase in 2008 & VCs,
Direct research efforts to number of annually Directors of
areas of weakness, gaps research Research
and strategic priorities initiatives and Institutes,
improved MHEST,
funding in the MoTI,
priority areas MoAgric.,
KEPSA
107
Develop incentives and Increased funding 2008 & VCs,
award systems to for research to an annually Directors of
recognize published institution; Research
works Institutes,
MHEST,
MoTI,
MoAgric.,
KEPSA
Number and 2008 & VCs,
varied awards by annually Directors of
institutions and Research
donors Institutes,
MHEST,
MoTI,
MoAgric.,
KEPSA
c) Establish Well managed Assess our national A report MoF,
National and research status and 2008/09 HELB, MoE,
Research administered capacity MoST,
Foundation of one-stop CHE
Kenya as an organization for
institution to research Develop legal framework, The NRF Act, the
manage/ funding, organizational & Organizational &
administer coordination governance structures and governance
research funds and mandate for NRF; structures in
management place
Establish the institution Institution in 2009
and operationalise it place and in
operation
108
Identify sources of Funding sources 2009 & MoF
funding for NRF for NRF annually HELB,
MHEST,
CHE
Establish funding for Number and 2009/10 MoF
research amounts of & HELB,
research grants annually MHEST,
distributed CHE,
KEPSA
d) Educate Informed and Determine the appropriate Proactive and 2009 & MHEST,
legislators and effective institution to offer supportive annually KNAS/
public servants leadership courses; Develop course legislators and Academic,
on effective programmes /content and public servants Sc & Techn.
policy and its management; community,
governance of Operationalise it MoF
research MoE,
CHE,
KEPSA, Civil
Society,
Parliamentar
y ES & T
Committee
109
8. Provide a) By 2008 i) Well-stocked Assess the current level of Assessment 2008/09 VCs,
sufficient increase libraries, report; and MHEST,
library holdings in terms
teaching funding for equipped annually MoTI, CHE
facilities, libraries and & laboratories & of relevance and currency
equipment improved and improved
in compliance with CHEs
and teaching teaching/learni
materials equipment ng equipment. standards;
Assess the current level of Status report 2008/09 VCs,
MHEST,
teaching equipment in
MoTI, CHE
compliance with CHEs
standards
Identify sources of Negotiated 2008/09 VCs,
agreements with & MHEST,
funding
local and external annually MoTI, CHE,
development MoF,
partners KEPSA,
MoFA
At least 10% of 2008/09 VCs, MHEST
university budget and
allocated to fund annually
libraries and
purchase
equipment
110
Procure necessary Volume of funds 2009 & VCs, CHE
and increase in annually
books/equipment
relevant library
according to assessment holdings and
equipment per
reports
annum
Each university to be Degree of 2008/809 VCs,
compliant with compliance to & MHEST,
CHEs/UNESCOs CHEs guidelines annually MoTI, CHE
benchmarks in the
purchase of relevant, up
to date equipment and
library materials
Establish national Established 2008/09 CHE, VCs,
holdings and digital national digital & MHEST,
library of local and library; annually MoTI,
international materials
Increase funding to enable Funding 2008/09 CHE, VCs,
set up/run this library increased for this & MHEST,
purpose annually MoTI,
111
ii) Quality of Introduce new methods of Assessment tools; 2008/09 VCs, CHE
learning, teaching/learning; Assess Degree of usage &
teaching and impact of improved and achievement annually
practical environment on learning of learning
application will and teaching outcomes;
improve. Efficient
absorption of
graduates by
Industry
b) Construct i) Sufficient Expand and/or improve Degree of 2008/09 MHEST,
and/or space for the sitting capacity in compliance to & VCs, CHE
complete new learning, lecture rooms, the libraries CHEs guidelines annually
buildings for teaching, and staff offices in the
libraries, research and universities.
tutorial rooms, study.
laboratories,
lecture theatres
and staff offices
c) Install More effective Assess the extent of Assessment 2008/09 VCs, CHE
modern learning/teachi modern technology in report
technology to ng teaching/learning
support Increased Provide connectivity Availability of 2008/09 VCs, CHE,
teaching/learni accessibility to on/off campus connectivity HELB
ng knowledge and points, and
data lecturers/student
s using modern
technology
112
d) Ensure Harmonized Assess the quality of Comparable high 2008 & VCs & CHE
Satellite quality of learning environment and standards in both annually
Campuses enjoy teaching/learni programmes in satellite parent and
same ng environment campuses satellite campuses
facilities/standa
rds as parent
campuses
e) Have i) Improved Assess each universitys Assessment 2008/09 VCs, CHE
interconnectivit access tostatus in ICT report
y between the national and infrastructure in the light
offices of the international of emerging needs and
teaching staff body ofpriorities
and libraries, knowledge. Develop guidelines for Guidelines 2008/09 VCs, CHE
and between application of ICT in
university university education and
libraries in the research
nation to ii) Establish an integrated Systems in place 2008 & VCs, CHE,
facilitate E- Interconnectivit campus and wide area and functional annually MHEST,
education y and wireless network with full internet networks MoTI, MoIC,
systems that access CCK,
benefit more TELECOM,
people. KENET
113
institutions of institutional Establish institutional loan New funding HELB,
higher learning loans products resources for 2008 & VCs,
institutions and annually MHEST,
the number of MoTI, CHE
loans disbursed
114
Modification and/or Compliant 2009 & CHE, VCs
Improvement of campuses annually
universities to make them
compliant
b) Develop a A civil Establish formal and Number and 2008 & VCs, CHE
dialogical university informal dialogical spaces vibrancy of the annually
university community (forums) for enhanced spaces created in
culture at all communication between an institution
levels that various An enhanced 2008 & VCs, CHE
accepts and organs/stakeholders sense of annually
tolerates belonging,
divergent views participatory and
volunteering
service culture
A sense of 2008 & VCs, CHE
creativity annually
c) Cultivate a A beautiful Landscape, plant flowers Harmonious,
physical and university and maintain university aesthetic and
aesthetic environments beautiful
environment Have architectural designs institutions
that is that enhance beauty 2008 &
conducive to Create physical annually VCs, CHE,
teaching, environments that exhibit HELB
learning and the creativity and sense of
research the art of the community
115
d) Develop a A civil society Introduce core courses in Number of
culture that re- that respects leadership and ethics programmes and
orients, forms & democratic number of staff 2008 & VCs, CHE,
mentors space /students annually HELB,
university participating
leaders and provide Degree of ethical
community to incentives/sanctions behaviour;
practice respect number of
and ethical commendations
values and complaints
Introduce orientation,
leadership and ethics Behaviour change
programmes that are in both students
offered regularly for and staff.
staff/students
116
Provide special funding Special funding MoTI,
incentives for the top- and opportunities KEPSA,
ranked programmes and proposed
provide opportunities for NRF, HELB,
improvement for weak CHE,
programmes professional
bodies
b) Align Relevant and Develop guidelines for
curricula and vibrant identification of strategic Guidelines in
research to curriculum programmes; place; strategic 2008/09 VCs, MHEST
national policies develop/identify strategic programmes CHE
and challenges programmes identified
Assess the current Modifications of 2008/09 VCs, MHEST
curricula and align them current curricula and CHE,
to the strategic and development annually Proposed
programmes of new ones NRF,
MoPND
Develop guidelines on
who teaches these Charter of
programmes and also conventional
establish Kenyas capacity academic 2008/09 VCs, MHEST
to retain the people it freedoms and CHE
trains for such responsibilities
programmes.
c) Empower the Access to up to Assess adequacy of Assessment 2008 &
curricula date knowledge learning community in report annually VCs, CHE,
implementers to accessing knowledge. Proposed
access NRF
117
knowledge Degree of access 2008 & VCs, CHE,
wherever it is. to internet and annually proposed
other non- NRF, MoFA
conventional
sources of
knowledge and
use of such
information
Develop programmes that Entrepreneurial, 2008 & VCs, CHE
equip students with creative and annually
multifunctional skills to innovative
enhance their graduates
employability and
innovation.
Train lecturers on new
ways of accessing Lecturers who
knowledge and are: IT compliant, 2008 and
innovative teaching able to use e- annually VCs
techniques learning
platforms, and
Provide classrooms that moving with the
are wired appropriately trends
for knowledge access
d) Groom a Kenyans who Assess Kenyas capacity to Researched report 2008/09 CHE,
mass of are versatile and offer foreign languages MHEST,
Kenyans who competitive in like French, Arabic, VCs
will capture international Chinese, Portuguese and
opportunities languages Spanish.
118
beyond the Develop and/or Active 2008/09 CHE,
English strengthen these programmes in MHEST, VCs
language programmes in schools &
designated schools and universities
universities
11. Establish a) Evaluate and Effective QA Evaluate the QA Report 2008/09 CHE, VCs
and/or restructure from mechanisms in structures and processes
strengthen time to time each university in each university
internal quality Review/Develop Guidelines of
quality assurance guidelines that can be Quality
assurance mechanisms in used to establish Quality Assurance, CHE, VCs
mechanisms each university Assurance (QA) for all structures and 2008/09
higher education courses processes
119
Establish and strengthen a
Quality Assurance Unit in
each university that A QA unit in each
ensures that the rules and university VCs, CHE
components for quality 2008/09
are implemented and
followed.
b) Subject each Nationally and Develop mechanisms that Number of 2008 &
university's internationally ensure that programmes programmes that annually VCs, CHE
internal quality recognized adhere to guidelines have been peer
assurance university reviewed
mechanisms to quality Outline the processes and A harmonized 2008/09 VCs, CHE
peer review at education structures of relations quality audit
national, between internal and process in place
regional and external audit
international Develop institutional QA Institutional QA 2008/09 VCs, CHE
levels. standards with the standards and a
universities and there national
from develop the national accreditation
accreditation standards. standards in place
Develop systems and No. of new 2008/09 VCs, CHE,
incentives that encourage linkages with & MHEST
linkages with reputable reputable annually
international universities international
for achieving quality universities in
education place
120
Develop guidelines and Accredited joint 2008 VCs, CHE
modalities of joint degree degree
programmes between programmes
local universities and
between local and foreign
universities to safeguard
the integrity of
programmes and such
partnerships
e)Reform and Strengthened Restructure, recruit and Restructured and
strengthen CHE quality reform staff for CHE in reformed CHE CHE,
as a national assurance light of its emerging that is effective MHEST
quality functions for mandates 2008/09
assurance public and
institution private
universities in
CHE
Functional MIS Establish MIS system at Functioning MIS
system for all CHE that exchanges data system with 2008-2009 CHE,
university needs effectively with all pertinent MHEST, VCs
university institutions databases
Recruit IT experts for CHE Number and 2008/09 CHE
qualification of IT
professional;
complete IT
connectivity and
IT usage
121
f) Establish an Institutional Provide a forum for Regular VCs 2008/09 VCs
association for self-regulation, interaction and discussion forum and &
all vice proactive on the development of reports; areas of annually
chancellors in planning and higher education consensus on
Kenya validation of issues
agreed quality
indicators
Progress in Convene congresses on University 2009 and VCs,
innovation and higher education to education bi- MHEST,
sharing of deliberate on critical congresses; annually CHE
knowledge and issues in the development Congress
transformation of higher education proceedings
in higher
education
122
CHAPTER FOUR
4.0. FINANCING UNIVERSITY EDUCATION
4.1 Introduction
Successful implementation of the strategies proposed in this report will involve
undertaking several activities which will require mobilization of sufficient financial
resources from different sources. This chapter presents a financial model for funding
and implementation of the projects in the logframe as well as for sustained funding of
universities. The model should enable universities to increase access and equity and
provide the required university infrastructure. The model is based on a detailed
examination of the funding levels, sources (income), applications (expenditure), and
funding mechanisms (allocation formulas) in public and private universities in Kenya.
The Kenyan situation has been compared with prevailing circumstances in other
countries, particularly countries that have made marked development in
education and whose funding mechanisms were found to be sustainable. Several
projects and programmes to enable the various implementing agencies to make
informed decisions on the approaches to the implementation of the financing
strategies have been suggested.
The development and implementation of a realistic unit cost based on zero budgeting
principle for all the courses will mitigate this unfairness. With all other things being
equal, expansion of facilities in order to accommodate more students is expected to
lower the unit cost due to economies of scale. A substantial proportion of the
government capitation to universities (eighty percent) goes to pay salaries and
allowances leaving only twenty percent for Operations and Maintenance (O&M).
Funding for O&M is allocated to the various competing expenditure items of the
university without necessarily determining the various priorities but based on
historical budgeting.
Universities have other sources of income through the Income Generating Activities
(IGAs) and direct funding from development partners. The management of these
additional funds is not transparent and there is no clear policy for appropriation
especially of funds from SSS fees. There is therefore, need for universities to
mainstream the IGAs and develop more sustainable methods of remunerating their
employees. This will necessitate the amalgamation of Government sponsored and the
self-sponsored students.
Private universities in Kenya derive most of their recurrent income from tuition fees,
and source their capital funds from loans, grants and support from their sponsors.
Apart from the Value Added Tax waiver on imported equipment no other benefit is
given to the private universities by the government. It is important to note that while
exchequer support has gone only to public universities, private universities also play a
role in providing education as a public good and therefore should be assisted to meet
their goals and aspirations.
The Government provides support through direct tuition grants to the universities
and through loans and bursaries to students provided by HELB. The current level of
contribution by the government is not going to be sustainable in the long term, in view
of the other competing demands on the exchequer. The diminishing contribution of
Government funding to public universities in relation to other sources of income is
shown in Table 4.1
124
Egerton 1097 (94) 1364 (81) 1767 (84)
JKUAT 546 (-) 628 (-) 943 (74)
Maseno 577 (70) 621 (77) 956 (69)
Masinde Muliro Not established 216 (93) 338 (76)
yet
TOTALS 6,744 8,390 12,615
SOURCE: Commission for Higher Education 2006; University Returns (-) not available
The table shows that government capitation to the universities declined from 50% to
44% for UoN and from 67% to 50% for Kenyatta University. Public universities in
Kenya rely principally on Government funding for capital investments and
substantially (between 50 80%) for their recurrent expenditure. Private universities
on the other hand, source 98% of their revenue from student fees for all their capital
and recurrent expenses.
The key expenditure items in the university budget include staff salaries, maintenance
costs, development of library, equipment and facilities, staff development and
research. For good practice, salaries should not consume more than 60% of the total
125
university expenditure. The prevailing scenario is that staff salaries consume over 80%
of the expenditure in some public universities.
The current allocation of funds to universities is inconsistent with the size and
academic programmes offered in each university. It appears to favour certain
universities over the others. The Taskforce proposes that a suitable independent
agency be created to develop objective criteria for funding universities. Furthermore,
public universities should be compelled to account to the public their expenditures in
order to generate trust among the potential providers of additional funds. University
education is essential for economic development and competitiveness. Expenditure in
education is therefore an investment in the human resources.
126
Figure 4.1 Expenditure among the sub-Sectors in Education: 2001/02-2004/05
100.0
90.0
80.0
70.0
60.0
Percent
50.0
40.0
30.0
20.0
10.0
-
2001/02 2002/03 2003/04 2004/05 2005/06
Kenya has a fundamental role and obligation to invest more in higher education. In
addition to opening up access, this will also provide leadership in the region by
providing opportunities for training and quality human resource development for
neighbouring countries. Private universities in Kenya provide support for the
provision of higher education to Kenyans and should also be supported by the
Government. Even in the US where higher education is open to market forces the
Government funding remains a critical source for the universities funding.
Increased Government funding will provide skills for strategic professions which are
necessary for economic development but are expensive to establish and maintain.
These strategic programmes both conventional and emerging ones, will continue to
receive governments support.
127
decline in quality in some universities. In order to ensure quality, India funds an elite
cadre of institutions under the umbrella of the Indian Institutes of Technology. More
private universities have also been allowed to flourish. The newly established private
universities are more entrepreneurial than the older institutions.
The expansion of higher education in China has also been phenomenal. In the 1980s
only 2-3 % of school leavers went to universities. This ratio rose to 17% in 2003.
Furthermore, the growth of doctoral degree recipients rose from 2000 in 1993 to 10,000
in 1999 and peaked at a figure of 18,000 in 2003. Most of the doctorates earned in
China between 1992 and 2003 were in engineering (38% of total) natural sciences (22%)
and medicine (15%). The other 25% of doctorates were in the social sciences
(UNESCO, 2006)
128
The policy for government financing of the universities should be seen in the context
of the realistic projected growth in student numbers. A logical funding strategy
should be based on the projected number of students the government intends to
sponsor annually per academic programme. It is estimated that if this reform
programme is implemented fully, then there will be 450,000 university places
available in 2015. Further, assuming that one quarter of the places will be taken by
incoming students, then approximately 112,500 students will gain admission into
the universities each year. This will represent an increase in admission rate from
the present 23.4% to 48% of the 230,118 students projected to qualify. Thus, apart
from the need to base funding on students data, student diversity, and research,
attention should also be paid to cost demands of providing quality programmes.
The current GER in Kenya is only 3%, while that of the UK is 43% and is projected to
rise to 50% by 2010. The GER for OECD countries ranges from over 70% for Finland
and New Zealand through 50% for Norway and Netherlands to 46%, 43% and 37% for
South Korea, the United States and France respectively (MoE, UNESCO 2006). The
figures clearly demonstrate that if Kenya is to achieve its developmental goals then it
should raise its GER from the current 3% to 10% by 2015.
Private universities, on the other hand, are thought achieve much more with a lower
unit cost. The alternative sources of income for universities may include the private
sector, university students, endowments and marketing of services. In order to
improve the financial situation, universities will be expected to implement cost-cutting
measures, raise institutional productivity, institute efficient management of financial
resources, and above all, offer quality academic programmes.
The long-term objective of the financing strategy proposed in this strategy will enable
public and private universities diversify their revenue base and use available funds
prudently in order to become financially stable and self sustaining. Public universities
may be charging real unit cost for the SSS programmes. However, the basis of these
costs has not been fully established and there are perceptions that the current costs do
not take into account the cost of the existing university investment. There is therefore
need to develop a sustainable policy on the stream of tuition income to make it more
sustainable. The most prudent way would be to charge real cost, pay for all services at
market price and have lecturers remuneration improved instead of relying on
bonuses. The management of other funds should also be improved by cutting costs
and outsourcing the non-core services.
129
The allocation of public funds to universities should be guided by the principles of
protecting national interests, meeting the needs of students and staff, and
promoting teaching and research of high quality. Mechanisms of allocating public
funds to universities should therefore be fair, transparent, country and university
specific and broadly acceptable to stakeholders.
The scramble to open up access while raising funds has generated an additional
dilemma, since the access is being opened to those who can afford to pay. The
disadvantaged communities are likely to continue experiencing limited access to
university education through the new window opened by SSS Programmes.
Review the unit cost as a basis for funding public universities in Kenya, and
establish guidelines for objective determination of the unit cost, based on zero
budgeting principle for undergraduate and postgraduate academic programmes.
Subsequently, introduce unit cost funding.
The quantum of available resources and their distribution determines the relative
quality of higher education system. Academic programmes in highly endowed
130
American universities are often ranked among the best in the world on the basis of the
quality of their staff, facilities and funding levels. The average national expenditure
per student was in the USA US$ 22,000 (Kshs1,540,000.00) while that in the OECD
countries was US$ 10,000 (Kshs 700,000.00) in 2001. By contrast, the current average
national expenditure per student in Kenya is US$ 2,500 (Kshs 175,000.00). The
expenditure per student is $ 12,000 (Kshs 840,000.00) in Denmark, $ 9,000 (Kshs
630,000.00) in Australia, $8,500 (Kshs 595,000.00) in UK, $ 7,500 (Kshs 525,000.00) in
France and $ 5,000 (Kshs 350,000.00) in Mexico. American universities therefore spend
2-5 times as much on students as European universities, and about 10 times as much
as Kenyan universities.
The high expenditure per student means that classes are smaller, teaching is more
efficient, there is higher quality of research and there are more committed and
productive professors. On the average, the USA spends 2.7% of the GDP on higher
education, while European countries spend about 1.1%, and Kenya spent around 4.2%
in 2004, (The Economic Survey, 2005). These countries also spend substantial funds on
research both within Higher Education Institutions as well as in other National
Research Institutions. Some American universities have created endowment funds,
whose value exceeds the annual budgets of many developing countries. Harvard, for
example, has an endowment fund exceeding $20 billion, Yale $11 billion and Princeton
$8 billion. Harvard spends an average of $100 million per year of its income from
endowments to support needy students.
The inherent philanthropic spirit of the Kenyan society can probably be marshalled to
establish sustainable Endowment Funds for Kenyan universities. The culture of
individual and corporate giving can be nurtured through mobilization of the alumni
and the promotion of relevant tax incentives. The individual universitys ability to
brand and market its programmes as well as to persuade its alumni to contribute to its
funds will determine the future stability of the endowment fund.
In addition to the relatively high expenditures per student, universities in the
developed world also enjoy limited government interference in managing the
universities. Their funding relies more on the increasing contribution of households
and expanded financial patronage (households, private sector, grants, royalties and
licenses, students, philanthropists and alumni). Finally the universities are usually
developmental, practical and relevant to national needs. They have science parks,
industrial incubators and patenting and licensing arrangements with industry.
In Tanzania the government has identified the national strategic areas of study and
research and students enrolled are fully supported by the Government. All other
students pay 40% while the government meets the other 60%. The needy students are
given loans to pay for the 40% of the education cost.
131
the lecturers and their research ranking. In Kenya academic staff consultancies are
conducted as personal undertakings despite the fact that they use university time and
resources, no university policy on proportionate sharing of this income is in place. In
Tanzania a lecturer is allowed to undertake consultancy but remits 20% of the
consultancy income to the university and retains 80%. A system which defines these
ratios should be developed in Kenyan universities.
In the US, universities have fund raising, investment and endowment fund managers.
Universities often form consortia to raise common pool of funds. Consortia enable
common use of equipment and resources, reduce costs and create credibility. Kenyan
universities may borrow a leaf from developed country universities by registering one
managing company in the targeted countries for fundraising for their individual
programmes.
In UK, the government guarantees bank loans to students. The use of loans could be
considered in Kenya but this should be done cautiously in order to avoid enslavement
of the students in loan repayment during their working life. In addition to loans,
Kenyan universities should be encouraged to use research grants, bursaries,
scholarships, work study programmes to support bright and needy students.
132
between researchers and research institutes, inadequate funding allocated to research
and diminishing motivation for researchers. Lack of a precise research and science
policy has hindered the formulation of a coherent national research agenda, which in
turn has generated very few linkages with the economic sector for utilization of
research findings.
Investment in strategic laboratories and other infrastructure for carrying out cutting-
edge research in material sciences, biotechnology, nanotechnology, energy and
transport among others should be considered in Kenyan universities. These
specialized laboratories should be rationally spread out across the universities with
one specific lead university serving as the Centre of Excellence in the specific
programme. Sustained funding should be earmarked for updating such facilities. A
framework should be established for ensuring equitable and fair shared use of the
facilities among university students and staff.
Indias annual funding for research in Science and Technology is about 0.8 % of
the national GDP. The country has, however, committed itself to revitalizing
research by three approaches. First, the research budget has been increased by 16
% to a figure of US$4.5 billion (Kshs. 320b) in 2007. Secondly, the government has
pledged US$ 25 million (Kshs. 1.8b) to each of three public universities for
rejuvenating institutional research. These figures are, however, substantially
lower than what is used by some individual multinational companies. The
Research and Development budget for Pfizer, a multinational pharmaceutical
company, was over US$ 7.7b (Kshs. 540b) in 2004/05. Thirdly, an Indian national
agency, the National Science and Engineering Research Foundation (NSERF) has
been set up and will be allocated an annual budget of US$ 250 million (KShs 20b)
for research. The agencys full-time mandate is to spearhead scientific research,
to undertake fundraising and to develop criteria for assessing the quality of
133
research undertaken. South Africa is planning to grow its research funding from
the current 0.87% to 1 % of GDP allocation by 2008.
From Table 4.1, one can deduce hat households contribute about 50% of the
public universities financial needs. Most students in private universities are fully
supported by the households. Universities should in addition be able to access
funds from commercial banks and other financial institutions through acceptable
financial arrangements. These arrangements may include parents borrowing
money from these sources for the education of their children and the universities
taking loans for capital or academic development projects. Similarly, universities
may borrow money from these financial institutions through government
guaranteed loans for capital development.
134
The private sector is also a major source of university funding. The government
has recognized the potential contribution of the private sector and individual
philanthropy in the 2006 Financial Bill. It is now possible to exempt such
contributions that are over one million Kenya Shillings from taxation. This major
innovation in Kenyas financial system should be exploited to enhance university
funding. Some private sector institutions have contributed to university
education development in the past. For example, the Kenya Reinsurance
Company funded the construction of a student centre at Moi University in the
1990s. Kenya Breweries limited has set up a scholarship fund for university
students. Other private sector companies have similarly contributed to various
university projects. Enhanced contributions to university education by the
private sector should be encouraged.
Although universities have diversified their IGAs, they can generate more
financial resources through research grants, patents and licenses, international
students fees and other similar sources. Therefore, the strategic goal for
university funding is to:
Justification
The establishment of diversified sources of funding is within the reach of
the Government, universities and other stakeholders.
The two-track fee paying system adopted by the universities has greatly
improved the financial base of the universities.
The additional recommended activities, though requiring high investment
in the short term, will cost less in the long term and greatly improve the
viability of university education.
Increasing demand for higher education cannot be met through
government funding only.
There is need to reach out to the needy segments of society owing to
increasing levels of poverty (about 46% Kenyans live below poverty line in
2007).
Diversifying sources of financing would enable the government to focus its
resources on strategic areas of development.
See Figure 4.2
135
136
Figure 4. 2: Proposed Kenyan Model for Financing University Education, Sources and pathways
Funding sources Recipients
Managing/ Intermediary
Bodies Beneficiaries
Government
Universities
Government Educ. Bonds, Higher Education Government
IDA Researchers Employers
Professional Academies Individuals
HELB Communities
Household
CHE
Banks
Financial institutions
Private Sector
National Research Research
Foundation Institutes
Philanthropy
In order to enhance capacity for recovering loans and facilitate the migration of
individual students loans across institutions, the strategy of using Personal
Identification Number (PIN) system shall be introduced by HELB for the identification
of students in consultation with the Kenya Revenue Authority. In addition, HELB
should establish an Education Smart Card System (voucher system) that incorporates
the student PIN for all university education financial transactions. The proposed
education smart card shall be used for paying fees and other charges calculated at unit
cost that should vary with each university. HELB will continue to be responsible for
recovery of loans, generation and investment of funds.
HELB will at the same time continue to fund students and initiate new institutional
support through a combination of various efficient mechanisms:
The means tested financial assistance should be in the form of loans, grants, or
scholarships. Grants and scholarships should be used sparingly only to advance
policy directions for access, equity and /or development of human resources for
strategic national needs.
4.9.2. Proposed Modalities for Management of Student and Institutional Loans
The Taskforce has also considered the current management of student loans. Loans
awarded to students shall carry a zero real rate of interest that is, a rate of interest
equal only to the prevailing rate of inflation. The zero real rate of interest shall apply
during the students full time normal duration of study for both undergraduate and
postgraduate. The current HELB grace period of one year after graduation should be
maintained.
Ideally, in a stable and mature economy, the cost of financing does not fluctuate as in
an economy with a hyper-inflation rate. However, with the present inflationary
interest rates prevailing in Kenya, application of this principle will result in more
losses due to amortization and administrative costs. Hence until the interest rates are
in stable low single digit figures, it will be prudent for the government to continue
investing in loan schemes with recovery rate pegged at about 60-80%.
The government can assume the risk referred to above in three ways:
by being the lender: that is, by making student loans from current
governmental budgets like other governmental expenditures;
by guaranteeing the loans made by private lenders (e.g. banks). Such a
guarantee, or contingent liability, incurs essentially the same net
discounted present value cost to the government as would be incurred in
the case of the government-as-lender expensing only a reserve for bad
debts. The government guarantee will be based on some minimum
conditions that borrowers must meet; and
140
by securitizing the loans: That is, paying private lenders a risk premium up-
front to then assume the risk of non repayment. (In accounting terms, this
device essentially pre-pays the guarantee and unloads all of the risks onto
the private lender up-front.)
The details of the new mechanism will depend on the outcome of a proposed detailed
financial study. The proposed restructured HELB will facilitate universities and other
higher education institutions to borrow funds from various sources at subsidized
interest rates. It is understood that education loans shall not carry interest rates much
higher than the cost of government borrowing.
4.10. Recipients
The recipients of funds coordinated by the intermediary bodies shall be the university
and higher education institutions, research institutes and researchers, professional
societies and academies, councils and CHE. The funding of these institutions has not
been well coordinated. Furthermore, the basis for allocation of funds to universities
has not been equitable. Some research institutes and CHE have suffered shortages of
funds that inhibit execution of their activities. Professional societies and academies
have also been unable to pay membership to international organizations. Inability to
become members of international professional bodies has denied Kenyan scientists
141
and researchers opportunities to benefit from participation in internationally funded
mega projects and activities organized by such institutions.
4.11. Beneficiaries
In addition to individual and national benefits outlined in chapter I of this strategy,
universities also benefit the communities in which they are located. They are economic
growth centres of towns and cities hosting them, through their demand for materials
and services. Recognition of universities as drivers of economy though common in
most developed countries, is often ignored in developing countries, Kenya included.
142
143
Logframe on financing University Education
Strategic Issue Financing University Education
Strategic Goal To Establish Reliable, Diversified, and Sustainable and Accountable Mechanisms for Financing University Education
Strategic Time
Objectives Strategies Outcomes Project/Activities Indicators frame Assumptions Responsible
1. Establish a) Develop A realistic Assess the proposed Enhanced and 2008/09 MHEST, MoF
diversified, mechanisms to and Kenyan funding model rationalized HELB, VCs
reliable, maximize sustainable specifying sources and university KRA
sustainable funding from Kenyan application of funds in funding.
and sources in model of universities, and
accountable proposed funding propose how it may be
mechanisms of financing universities implemented.
financing model.
university b) Use the More Identify the main A schedule of 2008/09 CHE HELB
education student per realistic components of components of VCs
capita funding calculating the unit cost the unit cost
expenditure (the levels Develop guidelines for guidelines for 2008/09 CHE HELB
unit cost) in objective determination establishing VCs
each degree of the unit cost for the unit cost
programme as undergraduate and
the basis for postgraduate academic
determining the programmes.
appropriate Develop a scheme for One student 2008/09 VCs, MHEST
funding levels. smooth amalgamation of body.
SSS with regular
students
c) Strengthen Enhanced Evaluate the Evaluation 2008/09 MHEST, CHE,
and diversify funding performance and reports VCs
income levels management of
generating current income
activities. generating activities
in universities and
propose reforms.
Asses the current Assessment 2008/09
allocation and usage reports
of income from IGAs
and propose reforms
d) Develop Enhanced Assess the current The volume of 2008/09 MHEST,
fundraising capacity for capacities for fundraising HELB, VCs
skills and fundraising fundraising within increases
capacity in all the universities and
universities identify training
needs
e) University Establish fund- Established 2008/09 VCs
Institutionalize programmes raising offices in university offices
fundraising for fund- universities for fund raising
raising and manned by
established trained staff and
initiation of
fundraising
activities
145
f) Institute a Enhanced Identify criteria and Improved quality 2008/09 MHEST,
two-tier funding academic guidelines for academic and HELB, VCs
mechanism; productivity allocating merit research
unit cost and and quality points to academic programmes/
merit based programmes and output
programme research
funding
g) Sensitize Informed Develop sensitization Greater 2008/09 VCs, MHEST,
households on households mechanisms, understanding and HELB
their role in materials and and participation annually
financing communication of households
university channels
education
2. Develop a a) Restructure All qualified Assess the capacity Revitalized and 2008/09 MHEST, HELB
sustainable and strengthen Kenyans of HELB to raise and more efficient
model for HELB to enable have access manage funds to HELB ;
supporting it become a to financial support the current % increase of
students. broad-based support for and projected students
funding scheme university numbers of Kenyan supported
education students who are
eligible for
scholarships, loans
and grants
b) Develop Adequately Identify staffing and Number of 2008/09 MHEST,
human capacity staffed training needs of personnel HELB
for HELB HELB HELB to undertake trained/recruited;
new functions enhanced
efficiency
146
c) Ensure Adequate Evaluate and Value of funding 2008/09
sufficiency of funding for monitor financial and number of MHEST;
student funding student assistance for students HELB; VCs;
education students sufficiently CHE
needs funded
d) Establish Flexible and Assess and Flexible 2008/09 HELB,
Education efficient strengthen the admission and MHEST,VCs
Smart card transactions capacity of HELB transfer of funds
for management and universities to
of transaction of introduce and utilize
education loans, smart card
scholarships
and other funds
given to
students.
3. Develop a a) Identify Support for Develop criteria for Existence of 2008/09 MoF, MHEST,
sustainable strategic strategic prioritization, strategic HELB
model for academic and academic location and academic and
funding capital and capital allocation of funds capital
strategic development development development
academic and programmes programmes programmes
capital for Government
development funding
programmes. b) Develop Improved Develop guidelines Funding 2008/09 CHE, HELB,
modalities of quality of for project guidelines MHEST,
HELB working projects assessment and VCs
jointly with funded funding
CHE in
programme
funding
147
c) Attract Additional Identify suitable Increased 2008/09 MoF, MHEST,
private sector funds from incentives and modes participation by and HELB, VCs,
and the private of co-operation for private sector; annually KEPSA, KBA,
development sector and attracting private number and KRA, KAM
partners to development sector and diversity of
provide support partners development academic and
in strategic partners capital
programmes programmes
4.Develop a a) Identify Human Needs assessment in Needs assessment 2008/09 MoF, MHEST
sustainable strategic areas capacity HRD in strategic report and OOP VCs
model for in human developed areas. annually Proposed NRF
human resource for strategic MoL MOPND
resources development areas.
development for Government
in strategic support.
academic b) Attract Additional Identify suitable number and 2008/09 MoF, MHEST,
programmes private sector funds from incentives and modes diversity of and HELB, VCs,
and the private of co-operation for Human resource annually KEPSA, KBA,
development sector and attracting private trained KRA, KAM
partners to development sector and
provide support partners development
for human partners
resource
development
5. To establish a) Establish a National Develop legal and National Research 2008/09 MHEST, VC's,
a suitable National Research organizational Foundation ACT Research
agency for Research Foundation framework for a Institutes
raising Foundation national agency for
managing and mobilizing and
148
distributing disbursing research
research funds. funds.
6. Establish a) Establish a A national Carry out a study to Feasibility study VCs, HELB,
self sustaining National Higher endowment determine the report 2008/09 KRA
endowment Education fund feasibility of a
fund for Endowment established. sustainable National
supporting Fund by endowment fund.
University reserving 1% of
education VAT income
annually to the
fund.
b) Establish An Assess how Assessment VCs
institutional endowment endowment funds report.
endowment fund for operate and develop
funds for each each local guidelines for
university university establishment of
institutional
endowment funds 2008/09
Determine the types Schedule of KRA, MoF,
and amount of classes and MHEST
incentives which will incentives
enable individuals
and industries to
contribute to the
fund. 2008/09
149
c) Mobilize Diversified Assess the potential Number of new 2008/09 MoF, MoP,
financial income for alternative local unexploited VCs,HELB
support from sources sources of funding sources of funds
private sector, identified
industry,
alumni and
individuals
d) Develop A system of Identify the types Identified system 2008/09 MHEST, KRA
national incentives and values of of incentives and
incentives for incentives which annually
industries and would motivate
persons individuals and
donating funds industries to give
to universities generously
e) Reactivate Inventory of Determine the Report of 2008/09 VCs, MHEST,
dormant or dormant current dormant dormant assets; MoR,
unproductive university university assets Volume of MoPW, MoF
university assets assets (land, houses, farms), income realized
to provide seed their value and
money for the propose how to
establishment of prudently unlock
endowment them to generate
funds income for the
universities
f) Universities Seed funds Propose cost-cutting Sustainable 2008/09 MHEST, VCs,
to invest at least for the and waste-reduction endowment fund MoF
5% of their total endowments measures to enable
income universities continue
annually for the to render quality
next five years service after saving
into growing at least 5% of their
150
their income in the
endowments. endowment.
8. To provide a) Mobilize Quality Carry out a needs Priority list of VCs, CHE,
suitable and funds from the teaching and assessment equipment, their MHEST
up to date diversified research costs and 2008/09
teaching and sources equipment procurement and
research schedules annually
equipment in Procure needed Equipment 2008/09 VCs, CHE,
all universities equipment procured and MHEST
annually
151
9. To establish a) Universities University Undertake audit of Audit report, 2008/09 MHEST,
proactive to establish maintenance all university assets budget and CHE, CBS
maintenance budget lines for budgets and to facilitate maintenance
regimes for maintenance of scheduled preparation of regimes
university assets and regimes and maintenance budgets established
assets and Equipment well and regimes
equipment. maintained
assets.
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CHAPTER FIVE
5.0 STUDENT AND STAFF WELFARE
5.1 Introduction
Students form the core interest of any university. As such, issues pertaining to
their welfare, as they pursue their studies, need to occupy the university
managements priority list. Likewise, the academic and administrative staff of
a university also deserve to have their concerns addressed. The faculty, or
teaching staff, technical and other support staff all work together to enable
the university perform its core functions of enabling effective learning,
teaching and research.
A number of related issues have been highlighted and the following strategic
objectives identified as crucial to the improvement of student and staff
welfare in universities:
There is need to change the admission process to one that enables potential
university students to be informed of their admission, or otherwise, early
enough. It is possible to improve on the prevailing system in such a way that
within at least six months of the release of KCSE results, students would be
able to begin university studies. Such a system would relieve students of
much anxiety and enable them make alternative arrangements concerning
their career paths in ample time. Accelerated admission arrangements would
also enable universities to plan their programmes better and rationalize more
efficient use of their learning and teaching facilities.
The following are some of the factors that contribute to the need for
decentralization of student admissions into universities.
154
The following strategies are proposed:
155
Our public universities predominantly attract local students. This is an
unfortunate move away from the situation as it was up to the early nineties,
when regional states had regular representation in the few public universities
established country then. The presence of international students enhances
diversity within the university student body. It is a useful indicator in
validating the strategic utility of a course and subsequently contributes to a
more favourable global rating for a university. Each university needs to
define the desirable percentage of its overall student population that should
be from without. International student admission procedures should be
clearly outlined and adhered to so as to make Kenyan public universities
attractive across borders.
156
Orientation officers should have the requisite knowledge and attitudes that
can lead to effective socialisation of students into university life. Thorough
knowledge of institutional culture, geography and policies as well as basic
interest in the novices backgrounds and motivation would be very beneficial.
Admission and orientation counsellors should be identified early and trained
to gain the necessary skills for mentoring students. Training in public
relations is of prime importance given that universities already need to
compete for students. Client orientation is of key importance. Consequently,
each university faces the challenge of promoting a welcoming, compassionate
and friendly atmosphere within the campus.
157
of mature and/or married students. The general assumption is that
university students are freshly out of high school and celibate. In this
regard, university accommodation facilities are still styled along the
lines of what is generally available in boarding high schools;
ii. absence of kitchenettes within the halls of residence. These facilities
foster independence in the preparation of ones meals within an
approved and safe environment without being limited to adhering to
prescribed communal meal times;
iii. insufficient and poorly-maintained halls of residence. Student
populations often outgrow available residential space. Some halls are
also poorly designed and lit. This ends up compromising on the
students individual and group safety and security. Safety regulations
include institutionalising records of visitors and discreet patrols of the
halls of residence;
iv. congestion within the hostels or halls of residence. Some rooms have
no provision for basic academic equipment such as reading tables,
chairs or book-shelves. Congestion also leads to lack of privacy and
subsequent loss of self-dignity and respect amongst students. Issues of
ethics and morality are also easily dispensed with in such
circumstances; and
v. prohibitive cost of balanced meals. Catering services should provide
for flexible balanced diets that are affordable.
The government has put in place a legal framework that governs health and
safety measures in public buildings. These include the installation of fire
alarms and exits; conducting occasional drills to familiarize resident students
with evacuation procedures in case of emergencies, and strict surveillance of
halls of residence to detect presence of intruders. The universities should be
encouraged to adhere to these regulations.
158
of students while the landlord ensures the provision of quality
accommodation and catering facilities, in accordance with the agreement. The
university should negotiate the type, quality and prices offered by on campus
caterers of canteens and eateries. With these arrangements in place, the
universities should outsource the existing student accommodation systems.
Contests that enable schools and other institutions of learning to win valuable
entertainment facilities for themselves and their institutions of learning could
be extended to universities. In this regard, the CELTEL Challenge Cup that
brings together over 20 regional universities is highly commended as it has
enabled participants win significant awards for themselves and for their
universities.
159
admission into public universities through JAB admission come from
secondary schools whose infrastructure has been excellently maintained. The
students initial experience in some university departments is shocking.
Critical problems cover the following areas.
160
teaching load while improving on studentlecturer contact. This is
particularly critical with part-time or adjunct lecturers.
161
maintenance and replacement periods that are adhered to should be
spelt out by each university department.
162
Universities also need to ensure high levels of confidentiality. Student
information should not be arbitrarily released to third parties. An equally
high level of confidentiality needs to be accorded to student Intellectual
Property Rights.
5.2.9 Projects
In addition to the projects and activities listed below others have been given
in the logframe chapter concerning student welfare:
iii. Come up with mechanisms that enable the provision of loan facilities
to enhance creativity and entrepreneurship among university students.
163
Kenyan public universities have a highly educated and committed workforce.
The academic and non-academic cadres need to complement each other for a
university to carry out its full mandate. This section looks at issues pertaining
to the general well-being of university staff, with a special emphasis on the
teaching and technical workforce. The body of academic staff forms an
essential resource of universities. Their ranks, depending on the various
departments they serve in, range from that of tutorial fellows to full
professors.
164
5.3.3 Benefits
Significant attempts have been made by both private and public universities,
to improve the welfare of the academic staff. These include the provision of a
variety of allowances. Depending on the terms of ones service, university
staff are entitled to some of the following allowances
Full-time staff members are also entitled to, and receive on application, paid
sabbatical leave. The staff of most public universities also has in place general
progression and promotion criteria. Those employed on permanent and
pensionable terms enjoy a flexible retirement age.
165
5.3.4 Challenges of Working in the University
Lecturers in public universities do their best in the midst of a wanting
environment. Despite the apparent exodus to southern regional countries and
to other greener pastures, many lecturers have not yet given up on local
universities. This patriotic spirit is commendable. Many lecturers are certain
they would do a better job if their concerns in the following areas were
seriously looked into.
ii. Lack of office space. Many lecturers in the universities lack offices.
This is most critical for new appointees. They therefore opt to work
from their houses or other bases and are only seen on the campuses
when they have lectures or meetings. This modus operandi eventually
ends up limiting contact and consultation hours between the students
and the faculty. It also breeds an absence of ownership and lack of
sense of belonging to the university on the part of the faculty.
iv. Inadequate library and research facilities. The library is the heart of
the university. A well-equipped, spacious and adequately ventilated
university library promotes research, fosters a reading culture within
the university community and generally exhibits an ambience of
seriousness. Newly-established universities may lack expansive
reading spaces, but do strive to ensure that their student and staff
needs are adequately met through the provision of current books and
periodicals, topical reviews and subscription to online journals. Online
166
research facilities are gradually being availed in cyber-cafs for adjunct
staff or in offices for the full-time staff of Maseno University, Kenyatta
University, the Catholic University of East Africa and Strathmore
University. The purchase of newly published books in public
university bookstores is slow. New departments certain to attract
students are known to have been set up way ahead of the procurement
of relevant course and reference texts. Kenyan universities are yet to
get to a stage where students and staff can renew subscriptions and
book books online. The library still remains a place one must visit in
person in order to be served.
167
their institutions will usually have policy requiring that at least 10% of
their staff, in any academic year, be exchange or visiting faculty.
168
5.3.7 Remedial Strategies
Staff in Kenyan universities play a pivotal role in the well-being of the
universities against a backdrop of limited institutional resources. Universities
need to appreciate their training and experience by granting the staff
commensurate benefits.
Justification
The promotion and improvement of staff and student welfare is requisite for
quality education and work performance.
There is need to stem the trend in which Kenya has been losing significant
numbers of potential students and academic staff to foreign countries.
There is need to attract and retain required expertise especially at
postgraduate levels.
There already exist vast opportunities in the financial market that could be
tapped by universities to improve the welfare of both students and staff.
There is a vibrant private sector that is keen to partner with other
stakeholders to enhance quality education in universities by improving
welfare of students and staff.
169
iii. reviewing the legal framework governing universities;
iv. sourcing of extra funds to help in the organization, attendance and
facilitation of locally organized and international staff development
programmes;
v. developing guidelines for giving incentives to academic staff, who
publish papers, supervise students, engage in research as well as
participate in community service;
vi. harmonization and rationalization of remuneration packages. The
criteria for appointment to various offices and promotion could be
incorporated in the Terms and Conditions of Service manuals to be issued
to staff, for ease of reference;
vii. flexible terms of service that incorporate the following could also be
developed: joint appointment of experienced and distinguished
professors positions; Emeritus professor appointment and flexible
leave of absence that allows for the acquisition of new experiences as
well as attractive terms for consultancy services;
viii. regular review and improvement on the terms and conditions of
service for university staff;
ix. development of clear guidelines of the management and safeguard of
confidential material with respect to third parties;
x. out-sourcing or internally developing Human Resource Management
Systems that would oversee the implementation of all aspects of staff
welfare;
xi. institution of deliberate measures to ensure respect of Intellectual
Property Rights for both the academic staff and universities. The
absence of this crucial measure hampers progress in innovation and
promotes the loss of benefits that are supposed to accrue from the
generation and possession of knowledge;
xii. development of occupational safety guidelines. Reliance on general
labour regulations and the Workmans compensation Act are far from
adequate.
xiii. establishment of a system that allows for dual citizenship. Kenyan
intellectuals in other countries have abandoned Kenyan citizenship in
favour of their host countries;
xiv. University Councils should ensure the establishment of PhD as the
entry point for university lectureship. This will in turn effect an
increase in the number of PhD holders and professors in Kenyan
universities; ensure better remuneration of lecturers by universities;
establish flexible terms of service that allow staff to undertake
consultancies within the university and retain 80% of the proceeds
while 20% is given to the university; similarly, negotiate arrangements
for the sharing of royalties and licenses; establish flexible programmes
for the lecturer that allow taking of sabbatical leave and supported
travel to attend international conferences to present papers;
xv. provision of attractive tax-free tuition waivers that encourage family
members of staff members to go through university programmes at
any level; and
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xvi. creation of joint schemes with credible financial institutions that will
enable university staff to own their own homes.
5.4 Conclusion
University staff are generally a dedicated group of workers simultaneously
striving to make ends meet and improve on their individual, social and
academic lot. Many lecturers have resisted the lure of migrating to better-
paying jobs abroad mainly due to patriotism and the firm belief that issues
relating to their welfare will improve as they are finally receiving due
attention.
171
Log frame of Student and Staff Welfare
1. a) Review and Improved flexible Identify weaknesses in the Status report of 2008 Chancellor
Improveme improve terms and terms and existing terms and terms and and s,
nt of staff conditions of service conditions of conditions of service; conditions of annua University
welfare service. assess the current staff service; high lly Councils /
workload and develop retention rate of boards,
guidelines on staff student staff. VCs
ratios
Harmonize and Rationalized 2008 Chancellor
rationalize the terms and terms and and s,
conditions of service to conditions of annua University
make them service, high lly Councils /
comprehensive and retention rate of boards,
competitive in local and staff. VCs
international
environment.
b) Review the legal Improved Assessment of Assessment 2008- MHEST,
framework autonomy of
impediments to university report; Revised 2009 VCs, CHE,
governing public university autonomy and Acts; increased HELB
universities to enable institutions to
management by existing level of
them to enhance the enable them
legal frameworks i.e. State autonomy.
welfare of staff. operate in a
Corporations Act;
market economyUniversity and
Universities Acts
c) Deliberate choice Increased number Identify HR needs: needs Number of 2008 MHEST,
and training of of professionally analysis, design and or people trained in and VCs, CHE,
Human Resource qualified HR and source HR training HR and improved annua HELB,
and institution institution programmes . institution lly
managers managers management;
enhanced staff
motivation
d) Expand and Improved Assess the adequacy of Number of new 2008 VCs,
improve working and facilities and their and improved and MHEST,
infrastructure for all living suitability for special facilities, % of annua CHE
staff particularly staff environment needs facilities lly
with special needs. responsive to
special needs and
gender
e) Develop Well-maintained Assess the needs of Number of new 2008 VCs,
sustainable infrastructure and infrastructure requiring and improved and MHEST
rehabilitation and improved rehabilitation and facilities, annua CHE
maintenance regimes working and maintenance; reduction of lly
of infrastructure and living development of running costs
equipment. environment. maintenance regime
173
f) Recruit, motivate Increased Develop guidelines for Increased number 2008 VCs,
and retain highly productivity, recruitment, reward, of research and MHEST
qualified staff. number of remuneration and students and annua CHE
qualified staff performance appraisal. research lly
retained. products.
g) Improve policy on Improved Review of existing policies New policies 2008 VCs, CHE,
confidentiality and relationship on confidentiality and developed and in and HELB
third parties. between students, third parties; develop new place. annua
staff and and improved policies. lly.
employers
h) Focus staff Increased output Carry out audit of List of activities 2008 VCs, CHE,
activities on in core business university activities with a forming core and HELB
university's core areas. view to out-sourcing non- business annua
business. core activities. lly.
Develop guidelines on Guidelines of 2008 VCs, CHE,
how staff could be authorized and HELB
involved in other activities activities in place. annua
without compromising lly.
output in core activities.
i) Develop, promote, Increased No. of Develop policy on patents, University policy 2008 VCs, CHE,
enforce and patents, business business spin offs and on patents, -2009. HELB,
safeguard spin offs and licences. business spin offs, proposed
Intellectual Property licences. research NRF.
Rights policies. collaborations MHEST
and licences
Initiate studies that would Number of 2008 VCs, CHE,
create awareness and research reports and NRF.
legally safeguard IPR on IPR annua
lly
174
Develop mechanisms that Visible publicity 2008 VCs, CHE,
enable universities to of the research and proposed
communicate and findings in the annua NRF.
publicize findings of media and other lly
studies on IPR. relevant fora.
j) Create a conducive Increased Identify and evaluate Number of 2008 VCs,
environment for capacity carry out existing conditions of research outputs and MHEST
development and research and research and innovation; and innovations annua CHE,
improvement of innovate develop guidelines for lly. proposed
research outputs and improved research and NRF
innovations innovation output
k) Promote safety in A safe working Review the existing labour Revised 2008- VCs,
the working environment for laws and regulations occupational 2009 MHEST
environment. staff governing occupational safety policies MoL&
safety to reflect current MPD
economic and social
realities, i.e. insurance
schemes
2. a) Streamline efficient and Develop clear regulatory Developed 2008 VCs, CHE,
Improveme admission process to reduced student guidelines for increased guidelines on and MHEST
nt of student ensure that quality wastage. access and equity in access and equity annua HELB
welfare students are higher education. lly
admitted Develop criteria for direct A uniform 2008/ VCs, CHE,
appropriately and in admission by individual admission criteria 2009 MHEST
an equitable manner university senates/ for all universities HELB
Academic Boards
175
Synchronize admissions Reduced wastage 2008/ VCs, CHE,
into universities to reduce 2009 MHEST
wastage HELB
Review the current Revised JAB 2008 VCs, CHE,
functions of JAB to serve functions /2009 MHEST
the admission needs of all HELB
students for all
universities
Formulate new functions Defined clearing- 2008 MHEST,
for the new JAB which house functions /2009 VCs, CHE,
acts as a clearing house for HELB
student admission for all
universities.
Develop guidelines and Accreditation and 2008/ VCs, CHE,
accreditation criteria for credit transfer 2009 MHEST
admission and student guidelines. HELB
credit transfers between
universities and middle
level colleges
Develop mechanisms for Number of 2008 VCs, CHE,
funding out- reach outreach and MHEST
programmes targeting programmes annua HELB
talented and gifted lly
students.
176
2. (i) a) Streamline the Improved Revise the current Increased 2008 HELB,
Improve process of retention and students Means Testing Number and and MHEST,
student identification of completion rates criteria to enable HELB value of awards. annua VCs CHE,
financing needy students and identify various levels of lly
for retention appropriate levels of need and the relevant
and financial assistance financial assistance
completion award(s) required to adequately
cover both tuition and
living expenses
b) Develop Increased number Assess the feasibility of Feasibility study 2008/ MHEST,
mechanisms for of loan products Government guaranteed report, New loan 2009 HELB,
special loan products to Institutions loans that HELB can avail products and VCs, CHE,
to cover both and students. to institutions for facility developed. annua
institutional and improvement as well as to lly
student needs students who are
adjudged to be able to pay
but are facing cash flow
problems.
c) Establish internal Scholarships and Conduct a study to Study report 2008/ VCs.
university student fellowships establish the factors 2009
financial assistance established impeding the provision of and
programmes internal university annua
scholarships and lly
fellowships.
Establish internal financial Number of 2008 VCs
aid schemes students assisted; and
Number of annua
schemes lly
established and
177
their value
2. (ii) a) Improve the flow A well-informed Review the current Status report 2008/ MHEST,
Improve of communication and oriented admission, orientation 09 VCs and
student and information to student and registration processes and CHE
advising, and from students for all universities as
guidance appro
and priate
counselling Develop guidelines for Diversified 2008 MHEST,
mainstreaming guidance guidance and and VCs and
and counselling services. counselling annua CHE
services lly
A well- Establish as appropriate Number of2008 MHEST,
coordinated an efficient system of advisors on and VCs and
admission, advising students on admissions, annua CHE
registration and admission issues, orientation and, lly
orientation orientation, change of registration issues
processes degree programmes , and
registration.
Develop and establish as Operational 2008 VCs
appropriate an MIS for student MIS /2009
students that enhances
effective communication
throughout the university
178
b) Develop and Holistic, Study and review existing Reviewed 2008 VCs
implement student professional and policy guidelines guidelines and and
welfare policies civic teaching and governing student and remedial annua
learning staff conduct and develop measures in lly
environment remedial measures as place.
appropriate.
2. (iii) a) Develop a well- A well co- Study the current Efficient, 2008 and VCs
Improve integrated and coordinated admission and orientation structured and annually
planning established registration and process with a view to comprehensive
and registration and orientation incorporating and registration and
performance orientation process. process. integrating departmental orientation
of student inputs. process.
registration b) Develop and Efficient teaching Review the current No. of calendars 2008 and VCs,
and advertise all and learning university calendars with and programmes annually MHEST
orientation academic process. a view to digitalizing and on-line HELB,
process programmes and availing them on-line on CHE
respective timetables time.
before the start of the
semester.
c) Develop and Prompt Recruit and train qualified Number of 2008 and VCs
maintain a well commencement administrators to manage administrative annually
structured and and continuation teaching and learning staff recruited
efficient registration of teaching and programmes . and trained;
process to avoid learning process Number of
wastage of time students and
lecturers
reporting on time
179
Develop appropriate Appropriate 2008-2009 VCs
software for timetabling. software available
d) Improve Efficient and Assess registration Assessment 2008-2009 VCs
postgraduate attractive procedures for report
students registration postgraduate postgraduate students and
and supervision programmes factors hindering their
completion in specified
time
Implement assessment Enhanced 2008-2009 VCs
report by establishing postgraduate
appropriate and efficient students
registration procedures enrolment; No. of
and student supervision postgraduate
system students
completing their
programmes in
time
2. (iv) a) Enhance and An efficient Carry out a study on Status report 2008 and VCs, CHE,
Improve develop flexible catering system, students catering annually MHEST
catering, student catering, secure accommodation and MOW
accommodat accommodation and accommodation recreational facilities.
ion and recreation policy and adequate
recreation recreation
facilities. facilities.
180
b) Develop policy for Accommodation Review the current Reviewed policy 2008 and VCs, CHE,
construction and construction accommodation in place, number annually MHEST,
rehabilitation of policy construction and of private sector MOW
quality student rehabilitation policy and developed
accommodation develop new guidelines; hostels, number
facilities to cater for rehabilitate, remodel of remodelled
all categories of existing premises; and or /and
students promote private sector rehabilitated
participation in hostels
construction of student
accommodation, catering
leisure, sports and
recreational facilities
2. (v) a) Provide adequate Adequate quality Undertake needs
Needs assessment 2008 and VCs, CHE,
Improve the library, lecture halls, teaching and assessment of available report; annually MHEST,
learning laboratory, tutorial learning facilities teaching and learning Number of new MoW
environmen rooms, ICT facilities, facilities. facilities
t. etc provided.
b) Recruit sufficient Improved Identify and rationalize Rationalized staff 2008 and VCs, CHE,
quality academic and teaching and the staffing needs and establishment annually MHEST,
support staff for all learning recruit as appropriate. No. of new staff
teaching and recruited
learning needs.
c) Procure modern Application of Undertake needs Relevant cutting 2008 and
learning, teaching new technologies assessment survey and edge annually VCs, CHE,
and research in teaching, procure as necessary technologies; MHEST
equipment. learning and New equipment
research in place
processes
181
d) Improve policy on Improved Review existing policies New policies 2008 and VCs CHE,
confidentiality and relationship on student confidentiality developed and in annually. HELB
third parties between students and third parties, and place.
and university develop new and
staff. improved policies.
e) Promote and Increased number Develop policy on patents, University policy 2008 -2009 VCs, CHE
enforce Intellectual of patents, business spin offs and on patents,
Property Rights business spin offs licences as relates to business spin offs
and licences students. and licences with
reference to
students.
f) Create a conducive An improved Review the current policy Revised policy 2008 and VCs, NRF,
environment for environment for on student research and document. annually MoT, MoI
development and student research innovation with a view to
improvement of and innovation developing new policy
research and
innovations
g) Expand and Improved Needs assessment of Number of new 2008 and VCs,
improve learning and facilities such as special and improved annually MHEST
infrastructure with living office space, facilities, % of ,CHE
special reference to environment accommodation, facilities
students with special laboratory and lecture responsive to
needs and gender rooms, library, recreation special needs and
and ICT facilities. gender
h) Promote health Healthy student; Review the existing Revised 2008-2009 VCs,
and safety of safer learning and university statutes occupational MHEST,
students. living governing students health, safety policies MoL &
environment conduct and safety MPD
182
Establish appropriate Insurance policy 2008 and VCs,
student insurance in place annually MHEST,
schemes HELB,
CHE, MPD
183
CHAPTER SIX
6.0 SCIENCE, TECHNOLOGY AND INNOVATION
6.1 Introduction
An effective innovation system of firms, research centres, universities, and
other organizations has been identified as one of the four pillars of the
emerging knowledge economy (Dalman, 2006). Such an innovation system
allows countries to assimilate and adapt global knowledge for local needs and
to create knowledge. The World Banks Knowledge Assessment Methodology
(KAM) measures the effectiveness of the innovation system using three
variables, namely:
i. Researchers in Research and Development
ii. Patent applications granted by the US patent and trademark office
iii. Scientific and Technical journal articles.
China and India have also recognized the need to focus on ScTI as a way of
achieving economic development and reducing poverty. For example, the
research and development investment for China alone grew from US$ 7
million in 1994 to US$ 500 million in 2000, doubling between 1996 and 2002.
South Africa has in the past 10 years been enhancing its innovation system
through the National Research Foundation (NRF). At present, the South
African NRF has a special focus on increasing the PhD throughput of South
African universities. This is achieved by not only providing scholarships for
doctoral students, but by also offering financial rewards to universities in
proportion to the number of PhD holders who graduate. Moreover,
publication of refereed journal articles and registration of patents also attracts
financial rewards for the authors as well as the universities. The NRF
facilitates the registration of patents by university lecturers and researchers.
In addition, the NRF operates a venture capital fund that is used to
commercialize some of the innovations, inventions and patents. NRF
facilitates collaborative research between south African researchers and other
researchers from some of the highly ranked universities of the world. The
overarching goal is to improve South African ranking in the Knowledge
Economy Index (KEI) and the Global Competitive Index and create a
knowledge-based economy to support future economic growth of the
country.
The PUIB report (2006) observed that universities in Kenya need to align their
degree programmes to the needs of the strategic sectors of the economy. The
report identified the following key strategic areas.
i. Agricultural technologies.
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ii. Water and sanitation technologies.
iii. Medical and health sciences and technologies.
iv. Infrastructure technologies including engineering programmes and
information and communication technologies.
v. Energy.
vi. Culture and development.
vii. Peace, Human security and development.
Other areas include software and hardware industries and services that will
be required as ICT penetration in business, government and households
increases in Kenya and Africa. The software services industry is also a huge
global industry that presents an opportunity for Kenya. Kenya also needs to
focus more on strategic areas such as biotechnology, nanotechnology,
genomics, transport systems and new materials sciences.
Most of the above strategic areas will require a large pool of high quality
Science, Engineering, Technology, and Medical degree graduates. Data
available to the Taskforce indicates that only a small fraction of the 130,000
students in Kenyan universities are pursuing degrees in Science and
Technology
The Taskforce developed the strategy for Science, Technology, and Innovation
(ScTI) based on the environmental analysis as well as the competitive analysis
of ScTI for Kenya. Section 6.2 summarizes the ScTI context for Kenyan
universities.
Kenya has always recognized the need to focus on Science and Technology
for development. For example, in 1984, Moi University was established as a
university of technology and offers engineering, science and medicine degree
programmes. Similarly, Jomo Kenyatta University of Agriculture was
established as an Agriculture and Engineering university. Egerton University
also has a focus on Agriculture and Agricultural Engineering.
186
The eleven chartered private universities in Kenya offer Information
Technology degree programmes while Daystar and Baraton universities offer
engineering degree programmes. The Aga Khan University offers post-
graduate degree programmes in Medicine and has a fully-fledged teaching
hospital. Thus, the Kenyan university system recognizes the need for high
quality science, technology and medical degree graduates.
All the public universities have Masters and doctoral degree programmes in
Science and Mathematics. A few have doctoral programmes in engineering
and architecture. In addition, many science and engineering graduates of
Kenyan universities are admitted into graduate programmes in South Africa
UK and US universities. Consequently, Kenya has a relatively large pool of
scientists with PhD degrees.
187
for over 20 years. Kenya has other research institutes in the areas of marine
and fisheries (KEMFRI), Trypanosomiasis (KETRI) and forestry (KEFRI)
among others.
The Science and Technology Act (Cap 250) of 1977 established the National
Council for Science and Technology (NCST) as an advisory body to the
government on matters of science and technology. Kenya also has an
Academy of Sciences.
In the past two years, the government has started to provide research grants
to university researchers and lecturers through the Commission for Higher
Education. The initial funding of Ksh. 130 million may appear inadequate but
is a significant development for research funding. In addition has established
a research endowment fund with a seed funding of Ksh.200 million
Kenya commands up to 40% of the trade in the Common Market for Eastern
and Southern Africa (COMESA). The trade is in industrial and manufactured
goods. Thus, there is a large demand for industrial and innovative products in
the neighbouring countries.
6.2.2 Weakness
Despite the above cited ScTI strengths, the Taskforce identified some
weaknesses that affect the effective operation of the Kenyan innovation
system. For example, the initial science and technology focus of most of
Kenyan public universities has been lost. This is mainly due to the dramatic
growth in the enrolment in the humanities, education, and business degree
programmes at the expense of the science and engineering ones. The capacity
of the science, engineering, and medical sciences technology has not been
growing in the past 10 years yet enrolment has more than doubled in the
universities. Private universities face constraints in offering science and
technology degree programmes as they are capital intensive and therefore
expensive to establish.
188
sciences. Anecdotal evidence suggests that there has been a reduction in the
PhD throughput of Kenyan universities. In fact, the strategic plans of Kenyan
universities do not set targets on the expected number of PhD graduates per
year. Many of the bright students are forced to seek admission in
international universities in Europe, North America and South Africa.
Anecdotal evidence again suggests that there has been a reduction in the
number of journal articles per year from Kenyan universities in the past 10
years.
The Taskforce also observed that most of the Kenyan universities do not have
operational institutional IPR policies. That also means there that are no
guidelines for collaboration with international universities in developed
countries. Kenyan universities do not explicitly encourage researchers and
innovators to register patents. Most universities also do not use patents as a
measure of performance of departments and faculty.
Kenya has very limited venture capital funds to support innovators and
entrepreneurs from Kenyan universities. Kenyan lecturers and graduates
therefore have to fund their own development work and commercialisation of
their innovations or inventions.
189
6.2.3 Threats
One of the threats is the lack of sustained and adequate funding for science
and technology degree programmes. This might lead to a lower throughput
of PhDs in science and technology from Kenyan universities. The general
quality of the graduates is also likely to decline.
Lack of effective management of research and IPRs also implies that there is
limited reward and commercialization of innovations in Kenya. This also
discourages graduate students from carrying out research. There is also
evidence that the general performance in mathematics and science in primary
and secondary schools is low. This is a threat to the innovation system. An
outreach programme will be required to increase the pool of talented science
and mathematics graduates from Kenyan secondary schools.
6.2.4 Opportunities
East African countries are still agricultural based economies with most of
their products being exported in primary form. There are therefore many
opportunities for value-adding agricultural products like tea and coffee.
There are also many opportunities in the food processing industries,
including fish and livestock products for export and local industries. There is
also need to increase food production capacity in East Africa and there are
many research opportunities that could enhance food security in the region.
190
(FDI) in science and technology because of the large pool of motivated and
competent university graduates.
The tourism industry has been growing in Kenya and Eastern Africa. There is
an opportunity for value-addition by adding information and knowledge to
aggressively brand the uniqueness of the countrys attraction. It is also an
opportunity to scale up the production of curios and other value-added
cultural products. Kenya also has a vibrant private sector with an umbrella
body called Kenya Private Sector Alliance (KEPSA). This makes it easy to
develop cross-sector collaboration between universities and the private sector.
There is also increased interest in Africa in the scientific community because
of indigenous knowledge and medicinal products. There is an opportunity to
negotiate mutually beneficial partnerships that could increase the research
output of Kenyan universities as well as funding of research.
The Taskforce has therefore identified strategies that take advantage of the
strengths of Kenyan universities and the new opportunities identified. The
starting point is to increase the effectiveness of the Kenyan innovation system.
This could be achieved by improving the governance and management of
science, technology, and innovation as described in the next section.
6.3 Strategic Goals, Objectives and Outcomes for Science, Technology and
Innovation
The strategic goal for science, technology and innovations (ScTI) is:
191
Key Recommendation 6.1
Justification
At present Kenya has unrealized potential in Science, Technology and
Innovation.
Strengthening the ScTI infrastructure in the universities and enhancing the
human capacities will improve the productivity, creativity and competitiveness
of both the universities and the nation.
Presence of a private sector that is willing to partner with universities in ScTI.
Existence of research infrastructure and expertise that could be used to achieve
the ScTI reform agenda.
ScTI reform will assist in effective interaction with the international community
in critical areas of ScTI and the knowledge economy.
192
Table 6.1 identifies the key functions of each body. The ScTI governance in the
universities then works with the ScTI council as shown in Figure 6.1.
Body Functions
Cabinet Sub-Committee on S&T, Set the national science and technology
chaired by the President or his priorities.
nominee Set budget estimates for science and
technology.
Prioritize government spending across
government departments on ScTI.
Prepare annual Science and
Technology plan for Cabinet comment
and approval.
Relevant
UNESCO
Ministry
Paris Relevant
Professiona
l Bodies
Private sector
KEPSA, KAM
& FKE Universities
ke Science,
KEPSA $KAM Technology
and
Kenyan
Community Innovation
Professional
Abroad Council Students Bodies
- Basic Sciences
- Engineering
- Hum. & social sciences
- Business
Research - Biological Sciences
Institutions
CHE
Civil Society
193
The following are some of the strategies and expected outcomes for achieving
the strategic objective. The list of strategies is contained in the logframe at the
end of this chapter.
One of the key outcomes of this strategy is a national ScTI policy that
will drive the governance of ScTI in universities. The practice has been
found to work in countries like China, Cuba, Finland, Ireland and
Malaysia.
194
iv. Develop the capacity to negotiate and enforce IPR at national
and institutional levels.
195
facilities to support both undergraduate and graduate degree programmes
in ScTI.
The expected outcome will be a higher quality of final year projects and in
some cases, venture capital funding for some of the viable projects.
196
innovations. This strategy only works if the quality of the ScTI
departments is high.
Kenya has a large pool of graduates in science and technology who are
not being absorbed by the local industry and enterprises. An increase in
the number of foreign enterprises investing in Kenya would strengthen
the absorptive capacity of the economy. At present, Kenya does not
attract high level of FDI by companies establishing manufacturing and
research centres in the country.
This strategy aims to increase the FDI inflows. Some of the activities in
this strategy include assessing the current barriers to FDI inflows into
Kenya. Kenyan universities will be expected to establish partnerships
and linkages with foreign enterprises for joint research and development
work.
197
6.3.3 Increase Investment in Science, Technology and Innovation in Kenyan
Universities
Kenya does not have effective mechanisms for funding ScTI research at
national and institutional level. In the past two years, the Commission for
Higher Education has been managing a Ksh 130 million government research
fund. Some of the Kenyan universities allocated limited funds for research
grants. However, even in those universities that have limited research grants,
the culture of research is not pervasive and sometimes the funds are not
disbursed because of lack of competent research proposals from the
university community. Anecdotal evidence shows that faculty members are
much more interested in external research funding that is managed by
external donor agencies and not controlled by the universities. There is a need
to conduct a detailed study on internal management of research funds and
methods that universities could use to promote a research culture. The
Taskforce identified some strategies that could be used to increase the level of
research funding in Kenyan universities.
198
to establish a venture capital fund that would support university
researchers and incubation centres.
6.4 Projects
The following are proposed projects under Science, Technology and
Innovation.
i. Develop a policy framework for ScTI taking into account the
existing Needs Assessment Report.
ii. Assess the existing IPR and copyright legislation, determine the
level of compliance and investigate links between levels of
compliance and FDI in ScTI, and recommend mechanisms for
strengthening them.
iii. Assess the current IPR regimes within the universities with
special reference to funded research.
iv. Study how collective knowledge, know-how and learning
maintained by the organization-core competency may be shared
by universities and the private sector.
v. Develop guidelines on how professional associations may
collaborate with the private sector, educational institutions,
students and other entities to promote and champion innovations
and related issues.
vi. Develop a legal framework for the proposed National ScTI
Council.
vii. Develop National ScTI strategic priority areas.
viii. Assess the current capacity of universities and research institutes
to negotiate and enforce IPR and develop guidelines and training
programmes.
ix. Establish the potential of FDI; establish the effectiveness of the
existing FDI regime; and assess the level of participation of
International SMEs and MNEs in value adding activities.
x. Assess the capacity of all universities to offer ScTI degree
programmes and determine the constraints for expansion and
recommend ways to overcome them.
xi. Assess the level of participation of local SMEs in value adding
activities and establish mechanisms for university-private sector
linkages.
xii. Review the current level of inter-firm collaboration in technology
acquisition and development and design guideline for increased
collaboration.
xiii. Establish funding and support mechanisms for student design
projects and participation in local and international competitions
xiv. Identify international innovations relevant to Kenya, whose
patents have expired and recommend mechanisms for
modifying/acquiring them.
199
xv. Identify and establish international research partnerships
xvi. Identify barriers to university and local private sector partnership.
xvii. Establish guidelines and mechanisms for venture capital activities
and risk apportionment.
xviii. Undertake a graduate labour study that builds on the 1992
graduate labour study undertaken by CHE. This study should
highlight among others the areas that have shortages of skills,
skills that have been over-produced and also show employment
trends in the labour market.
200
Logframe for Science Technology and Innovation in University Education
202
Increased Establish No. of policy 200
understandi instructional analysis ann
ng and capacity for ScTI centres in
awareness of policy studies, universities;
ScTI policies analysis, and No. of
monitoring publications
and
comments
on policies
g) develop the ScTI Establish Develop a legal Act of 200
structures for National framework for Parliament
operationalising the ScTI council National ScTI
policy council
Develop Organizatio 200
organizational nal structure
structure and
functions for the
council
h) Establish A Assess the need for Assessment 200
government government ScTI advice to Report
advisory structure on advisory Parliament,
Science, Technology structure Government, and
and Innovation established general public
Develop the Advisory 200
guidelines for the guidelines
establishment of a
two tier advisory
system which
encompasses
formal and an
independent,
impartial and
informal person.
Establish a two-tier
Advisory 200
advisory system systems in
place
i) Integrate ScTI Rationalized Identify the ScTI 200
policy into national ScTI potential impact of Ranking
policy development ScTI in National
policy. development with
a view to placing it
in its rightful
strategic priority
position
Develop National ScTI Priority 200
ScTI Strategic list ann
priority areas
203
Develop projects ODA Grants 200
for Official for ScTI ann
Development
Assistance (ODA)
negotiations
j) Develop capacity Equitable Assess the current Guidelines 200
to negotiate and IPR regime; capacity of developed; ann
enforce IPR at An informed universities and IPR
institutional and negotiating research institutes negotiators
national level. platform for to negotiate and trained.
IPR enforce IPR and
develop guidelines
and training
programmes.
k) Attract high value- Increased Establish the Framework 200
adding Multi- Foreign potential of FDI; for attracting ann
National Enterprises Direct establish the new FDI
(MNEs) and SMEs to Investment effectiveness of the established
Kenya, e.g., R&D (FDI) existing FDI
regimes
Assess the level of Assessment 200
participation of Report ann
International SMEs
and MNEs in value
adding activities.
Create the New 200
necessary conditions in ann
conditions for place;
attracting high Increase in
value adding the No. of
multinationals and MNEs and
SMEs .e.g. identify SMEs
National platform attracted.
technologies as in
Taiwan, Mauritius
l) Develop the Cross Assess the level of NO. of local 200
innovation capability -linkages participation of SMEs using ann
of indigenous firms between local SMEs in new
i.e. firms must be private value adding technologies
able to access, sector and activities and
develop, assimilate, universities establish
absorb and adapt mechanisms for
new technologies university-private
sector linkages
m) Increase the level Increased Review the current Guidelines 200
of inter-firm participation level of for ann
collaboration in of collaboration and collaboration
technology universities develop guideline developed
acquisition and in for increased
204
development partnerships collaboration.
and
linkages.
205
areas to a Introduce ScTI No. of new 200
least 100 per post-graduate programmes ann
year degree ; Additional
programmes in % of PhD
emerging strategic graduates
areas such as
Nanotechnology,
Biotechnology, and
ICT
d) Strengthen Increase in Assess the Investment 200
doctoral degree in the No. PhD constraints and strategies
Management and holders in capacity of all
Research of ScTI management universities
to at least 25 offering Masters in
per year business or
management
degree
programmes to
offer doctoral
degree
programmes
Expand and/or No. of 200
start as appropriate doctoral ann
doctoral graduates
management
degree
programmes in
selected private
and public
universities, where
necessary using a
consortium model
e) Create and Increase in Establish multi- No. of 200
strengthen centres of no. of SCTI disciplinary and centres ann
excellence in graduates multi-stakeholder established;
entrepreneurship with an centres of international
and innovation entrepreneur excellence in conferences;
ial mindset entrepreneurship linkages
and innovation in with private
selected private industry;
and public No. of
universities in incubated
Kenya. businesses
206
f) Encourage Increase in Establish local No. of 200
participation of no. of ScTI chapters of operational ann
students in national graduates professional ScTI local
and international with design associations in all chapters
design and and universities to link
innovation innovation universities to local
exhibitions and capabilities industry and
competitions international
associations
Support and fund Level of 200
student design funding of ann
projects and student
participation in design
local and projects
international
competitions
g) Support Increased Establish National A 200
partnership for No. of new system for recognition ann
innovations innovations recognition and system in
award to encourage place; No. of
ScTI awards.
Local Identify local No. of local 200
innovation innovations and innovations ann
given first recommend supported.
priority. appropriate
support required.
Availability Identify No. of 200
and international innovations ann
awareness of innovations acquired.
international relevant to Kenya
standards whose patents have
expired and
recommend
mechanisms for
modifying/acquiri
ng them.
h) Integrate the Increase in Assess literacy Assessment 200
teaching of science, no. of levels of all Report and
math, and ICT in all graduates graduates in Math, strategies for
undergraduate literate in Science, and ICT in integration
degree programmes, Mathematics all universities
207
especially humanities , Science and Review No. of 200
and social sciences IT undergraduate curricula ann
curriculum of all reviewed
degree
programmes to
ensure that Math,
Science, and ICT
included in the
general subject
areas
i) Integrate the Increase in Assess the Assessment 200
teaching of no. of ScTI proficiency levels Report and
humanities and graduates of ScTI graduates in strategies for
social science in all with communications, integration
undergraduate communicati social science, and
degree programmes, on and social humanities
especially in ScTI science skills Review ScTI No. of 200
degree programmes curricula to ensure curricula ann
that a sufficient reviewed
number of
communications,
social science, and
humanities courses
are offered
j) Strengthen the Effective Assess the level of Assessment 20
integration of Sc.TI integration of social report with
humanities and communicati and humanities guidelines
social sciences into on, diffusion sciences in NIS for
the innovation and integration
system absorption.
k) Develop national Increased Evaluate existing Assessment 200
capacity to acquire capacity to capacity to acquire- Status
adapt and absorb acquire- adapt and absorb Report
new knowledge in a adapt and new knowledge
global economy absorb new
knowledge
Industry- Establishing No of joint 200
University guidelines for projects
collaboration collaboration and between
setting standards university
and industry
International Developing No of joint 200
linkages and guidelines and projects
partnerships create enabling between
, environment for local and
consortiums linkages and international
collaborations firms
208
Mobilizing No. of 200
professional professional ann
associations/societi associations
es for knowledge involved in
gathering and ScTI
standard setting. activities
and set
standards.
Generating Conducting No of new 200
new research in strategic research
knowledge ScTI areas activities
and and
technologies products
International Identify and No of joint 200
Partnerships establish research
in new International projects
technologica research between
l areas. partnerships local
universities
and
International
research
Institutions.
l) Eliminate barriers Enhanced Identifying No. of new 200
to local and local and barriers between university ann
international ScTI international universities and private
partnerships. partnerships local private sector sector
partnership and partnerships
recommend .
mechanisms for
eliminating them.
Identify barriers No. of 200
between university ann
universities and international
international private
private sector sector
partnerships and partnerships
recommend .
mechanisms for
eliminating them.
m) Create awareness Well- Develop new No new 20
and curiosity on ScTI informed communication publications ann
and its contribution society on channels that and
to society ScTI enhance public communicati
awareness of ScTI. on channels
established
n) Improve Greater Assess the Assessment 200
communication absorption adequacy of the Report and ann
capacity of university of research existing new
209
researchers to share findings. communication communicati
research findings infrastructure and on
with consumers. develop programmes
programmes to in place.
strengthen it.
3. Increase a) Increase Basic Increased Design guidelines Guidelines 200
investment Expenditure in funding of and mechanisms and ann
in ScTI Research and research and for research and functional
Development (BERD) development development funding
as a % of GDP in line funding. mechanism
with the Abuja for research
Declaration on ScT of and
1% target development
b) Increase funding Increased Develop projects No. of 200
of ScTI from internal projects for credit projects ann
and external sources negotiations for funded.
both internal and
external funding
210
CHAPTER SEVEN
7.0 INFORMATION AND COMMUNICATION TECHNOLOGY IN
UNIVERSITY EDUCATION
7.1 Background
The term Information and Communications Technology (ICT or IT) is used
as an umbrella term to describe the computing and telecommunications
technologies. The integration of ICT in university education therefore means
the use of computing and telecommunications technologies in teaching,
learning, research and management of universities. The main purpose of
integrating ICT in university education is to improve the learning outcomes of
all university graduates and therefore develop the ICT workforce required by
the Kenyan economy and information society. The use of ICT in university
management could also increase the efficiency and effectiveness of the
universities. That is, universities could utilize the limited educational
resources in a more cost-effective manner by using ICT in all their operations.
In the past 5 years, there has been an increase in the number of both big IT
and small IT degree programmes offered by Kenyan universities. For
example, all of the 13 private universities in Kenya that have been chartered
or given interim letters of authority by CHE, offer ICT degree programmes.
The existing public universities continue to introduce new ICT degree
programmes and to expand the existing ones as shown in Table 7. 1. The
increase in total enrolment in ICT degree programmes means that there is a
strong demand for degree-level ICT education in Kenya. However, expansion
of the ICT programmes has not been based on any ICT labour market analysis
data to ensure job placement and relevance of the graduates.
The Taskforce has therefore used a layered model to analyze the relative
demands of the different ICT degree programmes and recommended some
possible areas of focus for universities in Kenya. The national strategy on ICT
education will need to conduct a detailed ICT labour market analysis as well
as a quality assurance audit of all ICT degree programmes. This is especially
important because of the global nature of ICT education and the critical role
supposed to be played by the high-quality ICT graduates in creating a
national innovation system.
Apart from the ICT degree programmes, most universities now offer some
general IT courses to all of their students. This means that there has been a
deliberate effort to ensure that all university graduates are computer or IT
literate. It is these graduates who will help drive the integration of ICT in
primary and secondary schools, as well as in middle level colleges in Kenya.
212
In order to achieve the objectives of developing the degree level ICT
workforce and professionals, Kenyan universities must have an appropriate
ICT infrastructure that includes networked computers and applications with
high speed access to the global internet. In addition, universities will need
qualified ICT faculty and support staff. The Taskforce has identified the
strategies and plans of action that will ensure universities are ready to
develop the ICT manpower required by the Kenyan economy and society.
The goal is:
7.2. Forecasting ICT Demand in Kenya using the Open Networking Model
Figure 7. 1 shows the Open Networking (ON) model originally proposed for
analyzing the convergence of computing and telecommunications. We have
adopted the model to estimate the relative demand for different ICT degree
programmes offered in Kenyan universities. We also use it to recommend the
areas of focus in degree programmes offered by Kenyan universities.
Networked Applications
E-mail, fax, telephony, videoconferencing, TV.
E-games, Web browsing, Web casting..
Interactive education, interactive TV, Image server
Interoperability (Middleware)
Name servers, security, privacy, directories
Intelligent agents, distributed processing environments
Internetworking Internet protocol layers 3 & 4
Internet architecture and protocols
Operating systems
Digital pipes and hardware (Internet protocol layers 1 & 2)
Computing services: Computing hardware and devices
Telecom services; TV services: Data pipes (LANs, Leased lines, Modems)
213
7.2.1 Data Pipes and Hardware Layer
The bottom layer of the ON model provides the foundational computing and
telecommunications services. This includes the computer hardware and
associated memory, the data pipes used to carry digital data, and the local
and wide area network infrastructures. The skill set required in this layer is
provided by electronic engineers, computer engineers, and
telecommunications engineers. However, some computer science graduates
also work in this area because of the pervasive and embedded computer
systems that are software driven.
214
environments required nor qualified ICT faculty to effectively teach and train
students in the programmes.
215
their ability to leverage local and global knowledge. The knowledge economy
rests on four main pillars, namely;
The ICT pillar is required to support all the other pillars, especially the
innovation pillar. This means universities need to integrate ICT into all the
other degree programmes and increase the enrolment in relevant ICT
professional degree programmes. Increased use of ICT in universities should
translate into greater adoption of ICT in primary and secondary schools
because of the availability of IT literate teachers and administrators.
The above sections demonstrate the need to carefully analyze the relevance,
quality, and demand for the different ICT professional degree programmes .
There is an urgent need to develop and recruit qualified faculty in all
universities to cope with the increasing demand for ICT degree programmes.
In addition, there is a need to assess the ICT infrastructure in all universities
to determine if it is appropriate for educating the ICT workforce and
professionals that will be required in Kenya and the neighbouring countries.
The current ICT infrastructure is not yet adequate for educating innovative
ICT graduates who will be required to develop all of the new applications
required by the government and local businesses.
This is the segment that provides universities with international voice and
data services. At most universities, only senior management of the university
need access to international voice services. These services are often provided
by licensed network operators such as Telkom Kenya, Safaricom, or Celtel.
However, some ISPs are starting to provide Voice over Internet Protocol
(VoIP) voice services but these require large international Internet
bandwidths.
The focus for universities in Kenya has been the provision of international
internet bandwidth. At present, the International bandwidth providers have
been Jambonet through KENET, Intelsat through KENET, and ISPs who
217
provide DVB download satellite services used to enhance the browsing
speeds for the students.
All the international bandwidth is satellite-based because Kenya does not yet
have access to an undersea optical fibre. Universities do not need to incur any
infrastructure costs in this segment and the challenge has been to sustain the
expensive satellite bandwidth at about $3,000 per mb/s per month. However,
effective campus ICT infrastructure and a high-speed local access
infrastructure could significantly reduce the demand for high-speed
international bandwidth connections.
There has been no detailed study of the e-readiness of the universities in the
recent past. However, there is an on-going project that is assessing the e-
readiness of the universities in order to inform the ICT strategic planning
process in the universities. The Taskforce conducted the ICT environmental
assessment of the universities even without the benefit of an e-readiness
study, but using the strategic plans, knowledge of the Taskforce members,
and the PUIB report.
7.4.1 Strengths
Kenya does have an existing base of mobile and fixed telephone network and
as well as backbone internet infrastructure. Although the fixed telephone
network has a low penetration of only 1 telephone for every 100 persons, the
mobile network has much higher teledensity (14.5 to 100) with over 6 million
active subscribers. These networks can support both national and
international voice communications. The mobile networks also support Short-
Message Service (SMS), a limited form of mobile internet. Kenya also has a
large number of PBX and computer suppliers as well as internet service
218
providers. All the universities currently have a permanent Internet connection
as well as PBX access to the national telephone networks.
The ICT regulatory environment in Kenya also currently supports the use of
ICT in higher education. For example, 6 of the 17 universities are connected to
the internet and telephone using digital radios without payment of the radio
frequency usage licenses. Universities can also set up wireless campus
networks without seeking a license from the regulator. It is also the regulatory
environment that has ensured that the country is fully covered by the mobile
telephone networks. Other backbone infrastructure providers have also been
licensed to ensure roll-out of national optical fibre networks. Over 4
international gateway providers have also been licensed and this is expected
to drive down the cost of international communications. Currently, there is
also a strong partnership between the government and the universities. This
is partly the reason why license fees have been waived. Universities also serve
as the main advisors to government on ICT-related issues, including the use
of ICT in e-learning, and ODL.
All the universities in Kenya have websites as well as functional PBX network
systems for internal voice communications. Most of the universities have at
least a networked computer lab and/or cyber cafs that are used by students
and faculty. Mobile communications in the universities have improved
communications with faculty and administrative staff and students. Most of
the universities have institutional mobile phones trunks connected to their
PBX systems.
Each of the universities in Kenya has some ICT champions among the
students and faculty. The ICT faculty members strengthen the ICT human
capacities of the Universities. University students are very enthusiastic about
the use of ICT for communications, research and learning. In fact, it is often
the students who put pressure on the universities to provide the necessary
ICT infrastructure for learning. There is also a large pool of young IT
professionals available to work in the universities.
7.4.2 Weaknesses
Most of the Kenyan universities have not yet developed comprehensive ICT
policies and strategies. This means that most of the investments or
recruitments of ICT professionals or faculty are ad hoc. Consequently, most
universities allocate only about 1% of their revenues to ICT yet need to
dramatically increase their ICT investments and recruitment.
219
In addition to the cost of establishing the campus networks, internet
bandwidth is also expensive and increases operational costs. For example, a
university with 3,000 students would need at least 4 Mb/s of internet
bandwidth and this would cost about $ 8,000 per month. Most Kenyan
universities can only afford about 256 kb/s. Kenyan universities are still
unable to provide classroom ICT services or even to equip all faculty offices
with computers. Most do not have an e-learning platform. In addition, there
are very few incentives for the use of ICT in teaching and learning.
Consequently, faculty and students outside the ICT degree areas rarely use
ICT in teaching and learning. Furthermore, there is very limited locally
relevant content that faculty could use for teaching or that students could
access. Most faculty in the universities are also not prepared or trained to use
ICT in their work.
Kenyan universities have a very large pool of very talented students pursuing
degrees in ICT professional degree programmes. However, the universities
often do not benefit from their creativity and innovations. For example, many
of the final year ICT projects could be commercialized if the universities had
an innovation system that supports the students and the faculty. It is possible
for universities to support large team-based software development efforts by
students and faculty but this is currently not happening. In fact, most
universities do not fully recognize the innovative capacity or skills of the ICT
faculty and students and consequently do not benefit from the large ICT
human capacity.
All Kenyan universities now offer at least one ICT professional degree
programme. However, there is a very limited pool of ICT faculty available in
Kenya, especially at the doctoral level. Many of the ICT faculty also have no
professional experience in ICT industry as engineers, software developers, or
in the emerging area of computer and network security. There are very few
ICT graduate degree programmes in Kenya and only the University of
Nairobi has a small number of doctoral ICT candidates. Most of the students
who pursue graduate ICT degrees in other countries such as South Africa,
UK, or USA do not return to Kenya on completion of their studies. It is
expected that there will be an even greater shortage of ICT faculty in the
future even as more universities continue to increase enrolments in ICT
degree programmes.
It is therefore possible that ICT degree learning outcomes are not being
achieved. It could also explain the limited number of software development
companies and the limited ICT innovations in Kenya in the areas of patents
and new software products.
7.4.3 Opportunities
One opportunity identified is the huge demand in Kenya for ICT applications
in business (especially the SME sector), government, hospitals, and
educational institutions. Since the imported software applications are
expensive, there is an opportunity to set up software houses in universities or
close to universities and use students and faculty as software developers.
220
Apart from the local software market, there is also an emerging international
ICT jobs and software market. For example, the large global business process
outsourcing or the call centre market has not benefited universities.
University students who are ICT literate, are also usually proficient in the
English language. This proficiency could be judiciously used by the
universities to set up call centres in partnership with the private sector.
Some of the existing private sector partnerships with large ICT companies
such as Microsoft, Cisco, Oracle, Safaricom, or Celtel could be approached to
establish specialised ICT labs in Universities and also to setup software
houses. This is a huge opportunity, especially in the East African region.
7.4.4 Threats
An advanced ICT infrastructure in universities is also not without risk or
threats. For example, the lack of locally relevant content means that most
students often visit websites in other parts of the world. A large number of
Kenyan university students have web-based e-mail accounts with yahoo or g-
mail. Such an external focus reduces interest in local issues and could also
dilute the local culture at the expense of foreign cultures. Students could also
get hooked to pornographic sites and suffer from the negative influences of
the internet.
Anecdotal evidence suggests that universities have not yet addressed security
Key Recommendation
issues fully and neither do they have operational 7.1
IT security policies. This
means that universities are often sources of spam or spyware and are also
To integrate
exposed ICT into
to international university
hackers. Sucheducation
hackers and
could increase ICTsome
penetrate innovation
of the
and research
mission-critical output of Kenyan
information systemsuniversities.
of the universities.
Justification
Changes in ICT are also a threat to adoption of ICT in Universities. Kenyan
universitiesIntegration
must remain of ICT in Kenyan
current university education,
yet technological increase
obsolescence in theit
makes
expensive toICT innovations
maintain and research output will yield improved socio-
ICT systems.
economic development.
The lack of Full incorporation
undersea of ICT
optical fibreinto learning
access and that
means research
ICTatinternational
universities
partnershipsis long overdue and
for software expenditures
development andenvisaged
Business in this Outsourcing
Process
recommendation
(BPO) opportunities might notare aptly justified. The emergence of other ICT
be developed.
Integration
Centres of ICTininthe
of Excellence university
region inwillMauritius,
lead to effective
Rwanda,participation
and Southand Africa
meanscontribution to knowledge
that universities might not andbenefit
businessfromoperations
the ICT and therebytalent
developed enhance
and
socio- their
also retain economic development
critical personnel. of the country.
Use of ICT will enhance e-learning as a means of complementing other
modes
The lack of delivery.
of FDI into the non-telecommunications ICT sector such as software
Embracing ICT
development, internet will open up channels
applications, ICTfor acquisition,
design andupdating and and
consulting
dissemination
equipment of knowledge.
manufacturing in Kenya also means that the country will
ICT to
continue will enrich
have weak teaching, learning
absorptive and research.
capacities for ICT innovations.
Use of ICT will improve the process of data collection, analysis, storage,
retrieval,Goal
7.5 Strategic and and
dissemination.
Objectives
Application of ICT will improve institutional operations through the
creation of effective Management Information Systems.
221
The environmental analysis of the ICT in University Education carried out
helped the Taskforce to develop the strategic goal and strategic objectives.
The Taskforce subsequently developed a detailed logframe for
implementation.
The integration of ICT in university education means that ICT will be used in
teaching and learning in order to achieve superior learning outcomes. It will
also ensure that universities develop the necessary ICT workforce necessary
for the emerging knowledge economy and information society. Distance
Learning programmes will also use ICT to extend the reach of the universities
and provide access to Internet-based learning resources to all on-campus and
off-campus university students.
iv. to extend the reach and enhance the capacity and quality of the
national university interconnection infrastructure;
viii. to increase the quality and quantity of national ICT human capacity in
strategic areas; and
The following section describes the strategies that would be used to achieve
each of the strategic objectives and highlight the key outcomes of the
strategies:
The integration of ICT into university education and the advancement of ICT
professional education depend on both the ICT professionals who support the
applications and the infrastructure as well as the ICT faculty who teach and
conduct research. The environmental analysis of the Taskforce confirmed that
there is a critical shortage of both classes of ICT personnel in universities
today. Some of the strategies proposed to achieve this strategic objective
include:
224
universities. However, there is no choice. Some of the strategies identified by
the Taskforce include:
a. Network all the campuses and equip them with an adequate number of
networked computers, servers, and applications that can be accessed
by both faculty and students. The use of the e-campus or island model
makes it possible for universities to focus only on the campus
infrastructure and learning resources available without being inhibited
by the limited national information infrastructure.
Although the e-campus model solves the problem of ICT infrastructure for
each campus, it is still necessary for Kenyan universities to share resources
and to support communication among students and faculty. This is especially
critical in areas where there is a small pool of faculty in certain disciplines
such as computer science and electronic engineering. ICT departments also
need to share experiences and to learn from each other. Our environmental
analysis indicated that there is limited sharing of knowledge among Kenyan
universities.
225
At present, one of the biggest challenges for Kenyan universities is to provide
campus-wide internet access at reasonable speeds. This is because of the very
high cost of internet bandwidth in Kenya, at $3,000 per mb/s of Internet
bandwidth. In the USA, the cost of 1 mb/s Internet bandwidth is about $50.
This means that universities can only afford internet bandwidth that is not
adequate for the student population. This limits the use of the Internet for
learning and research. In the long run, this problem will only be solved once
the national and international Internet infrastructure is fully developed in
Kenya. In the short run, the Taskforce identified the following strategies for
achieving this objective:
a. Reduce the cost of bandwidth per mb/s. This is possible by applying
for international grants to subsidize the commercial costs of
bandwidth. It is also possible for universities to negotiate as a group
for lower tariffs. This is already happening through the umbrella
body, KENET, but there are more opportunities
227
7 To increase the quality and quantity of national ICT human capacity in
strategic areas
All of the above strategic objectives address university-related issues.
However, the key reason for improving the use of ICT in university education
was to improve the learning outcomes of the graduates, train the ICT
workforce of the country, and to supply ICT graduates to the Kenyan
economy. Our environmental analysis suggests that universities in Kenya
have not been training the necessary ICT workforce or supplying the national
economy with a sufficient number of well-prepared ICT graduates as
required by industry and government. The Taskforce has therefore identified
the following strategies for achieving the outcomes of this strategic objective:
a. Integrate ICT into the teaching and learning processes of all degree
programmes as well as in conducting all other institutional business.
For example, a Physics professor could use ICT to teach about
electromagnetic waves suing simulation packages. A student of
architecture would use Computer Aided Design tools for drafting
and designing buildings rather than the traditional drawing board.
Documents would be sent through e-mail and entire meetings could
be conducted through the same.
228
develop an entrepreneurial mindset that drives their motivation for
innovation.
ICT is one of the four pillars of the knowledge economy as well as a critical
component of a national innovation system. The Taskforce therefore
identified the following strategies that could be used to achieve the outcomes
of this strategic objective:
a. Establish high quality ICT centres of excellence undertaking cutting-
edge research that addresses the socio-economic needs of Kenya. At
present, ICT departments in Kenyan universities are not set up as
centres of excellence. This limits the research outputs and
innovations of the ICT departments. Universities have to find
different ways of establishing centres of excellence as separate units
or as parts of the ICT departments.
The detailed ICT in Education matrix that has been developed by the
Taskforce identifies the outcomes, the projects and/or activities, indicators
and the people who could be responsible. We note that in most cases, the
above strategies can be implemented by the university leadership rather than
external bodies or the government.
229
Logframe for ICT in University Education
Strategic
Issue ICT IN UNIVERSITY EDUCATION
Strategic Goal Integrate ICT into university education and increase ICT innovations and research output of Kenyan universities
1. Integrate a) Develop i) Viable ICT Develop an ICT policy Level of 2008-09 VCs,
institutional institutional ICT policy that
template completion of KENET,
ICT policies policies supports the ICT policy CHE
and strategic institutional template
plans education Communicate an ICT No. of 2008 VCs,
objectives policy template to all universities KENET
universities aware of the
ICT policy
template
Develop and % of 2008 and VCs
implement ICT policy universities annually
with an ICT
policy derived
from template
ii) Enhanced Undertake a detailed E-readiness 2008 and VCs,
role of ICT in e-readiness assessment survey report annually KENET
teaching, of universities and for each
learning and university
management in develop ICT ranking of E-readiness 2008 and KENET,CH
all universities universities ranking of annually E
Kenyan
universities
Publicize the e- No. of 2008 and VCs,
readiness survey universities annually KENET,CH
results and application aware of e- E
in institutional ICT readiness
strategic planning status and
rank
Undertake annual ICT No. of self- 2008 and VCs, CHE,
self-evaluation surveys evaluation annually KENET
in all universities using surveys per
the e-readiness ICT strategic
methodology period
b) i) ICT strategy Develop/review ICT Degree of 2008 and VCs
Develop/review aligned to the strategic plan of alignment of annually
and implement corporate universities using a strategic plan
ICT strategic strategic plans participatory process to the
plans of universities for all stakeholders corporate
strategic plans
ii) Improved Implement ICT Compliance 2008 and VCs
integration of strategies starting with with ICT annually
ICT in learning, pilot and strategic plans
teaching and demonstration
management programmes in new
processes in areas
universities
232
iii) Improved Revise curriculum to % of 2008 and VCs,CHE
student learning integrate ICT in all graduates that annually
outcomes and academic programmes used ICT for
improved of the universities over 50% of
knowledge their learning
economy Implement integration % of academic 2008 and VCs, CHE
workforce of ICT in academic programmes annually
programmes with ICT
integrated.
c) Develop policy Increased Develop and promote % of 2009 VCs,
and strategy on availability of open content universities KENET,
open content local content in development policies adopting open CHE
development in universities in universities content
universities development
policies
d) Implement e- Operational e- Roll-out e-learning Enrolment in 2008 and VCs,
learning and ODL learning and and/or ICT-enabled ICT-enabled continuous KENET,
strategies in all ICT-based Open distance education programmes CHE
universities and Distance programmes in all as a % of total
Learning universities university
policies. enrolment
Increased access
to education
2. Strengthen a) Establish Highly skilled, Assess the ICT human ICT human 2008 VCs,
the ICT competitive motivated and capacity and scheme of capacity KENET,
Human scheme of service productive ICT service for universities readiness MHEST
Capacity of for ICT personnel in all and make appropriate report for
233
universities professional staff universities recommendations as universities
part of e-readiness
assessment
Review the terms and Revised terms 2008 -2009 VCs,
conditions of service of and conditions MHEST
ICT staff in of service of
Universities and ICT staff
develop a scheme of
service that includes
ICT staff development
plan
b) Recruit i) Increased Recruit skilled ICT No. of skilled 2008 and VCs
adequate number retention and technical and ICT staff Continuou
of ICT staff for competence of administrative staff recruited s
universities using ICT staff in under new
revised Scheme of universities scheme of
Service. service
Establish an ICT staff No. of ICT 2008 and VCs
development and technical and continuous
training programme administrative
staff trained
% of staff 2008 and VCs
developed continuous
according to
their job
requirements
234
% increase in 2008 and VCs
of key ICT continuous
staff retained
for at least 3
years
ii) Adequate Maintain an adequate % of in-post 2008 and VCs
ICT staff complement of ICT staff to total continuous
complement in staff establishment
each university
Develop and Extent of 2008 and VCs,
implement Internship completion of continuous KENET,
guidelines Internship MHEST,
guidelines KEPSA
Establish a strong and No. of 2008 and VCs,
structured Internship students and continuous KEPSA
programme for ICT staff
staff and university participating
students using in structured
Internship guidelines internship
programmes
c) Develop ICT Improved Develop and Extent of 2008 and VCs,
management best quality of ICT implement best completion of continuous KENET,
practices services practice guidelines for ICT MHEST,
ICT management and management KEPSA
operations best practices
guidelines
235
% compliance 2008 and VCs,
with ICT continuous KENET
management
best practices
3. Provide a) Network all Increased use of Develop guidelines Guidelines 2008 - 2009 VCs,
networked university ICT and indicators for and indicators KENET,
campus campuses infrastructure Kenyan universities MHEST
infrastructure indicators in networked campus
to adequately education for infrastructure
serve the decision- Design a scaleable Network 2008-2009 VCs
teaching, making networked campus design
learning, infrastructure
research and Setup the networked % of 2008 and VCs
management campus in phases completed annually
needs of networked
universities campus
phases
b) Allocate ICT department Assess the level of ICT Assessment 2008 and VCs,
sufficient has sufficient funding and allocation report annually KENET
financial resources to in all universities using
resources to the meet university- the e-readiness studies
ICT department wide objectives Review university %increase in 2008 and annually VCs
to support the and maintain budgets and align the total ICT
ICT strategic the allocations of ICT budget to
plans infrastructure. budgets to the management
institutional ICT information
strategies systems
236
Integrate ICT budgets % increase ICT 2008 VCs
in core academic budget as a
programmes budgets. percentage of
total
institutional
budget
c) Develop Increased Write grant proposals Amount of 2008 VCs,
fundraising funding of ICT to fund ICT capital funds raised and KEPSA
strategies for use budget by development projects. from annuall
of ICT in donors and fundraising y
education government Develop or setup the % of 2007 VCs
networked networked and
applications to support applications annuall
learning, teaching and installed y
management
4. Extend the a) Partner with Broadband Develop and market Amount of 2008 VCs.
reach and KENET and other interconnection Interconnection infrastructure and KENET,
enhance the licensed network of all Kenyan infrastructure funding for annuall MHEST,
capacity and operators to roll universities collaborative proposals local loop and y MoIC
quality of the out broadband for funding by national
national national development partners. interconnectio
interconnectio infrastructure to n links
every university
237
n b) Collaborate Extended reach Bid for Universal Amount of 2009 VCs,
infrastructure with other of broadband access (UA)/Universal UA/US funds and KENET
universities to infrastructure in service (US)funds to allocated annuall MoIC
obtain all rural extend reach of y
government universities broadband educational
support for local network in
access and collaboration with
interconnection network operators or
infrastructure KENET.
Negotiate in No. of active 2008 VCs,
collaboration with the partnership and KENET
NREN and implement agreements annuall
partnership y
agreements with
licensed operators
5. Increase a) Reduce the cost i) Affordable Negotiate and develop % reduction in 2008 VCs,
Internet per Mbps and institutional Internet bandwidth cost of internet and KENET,
bandwidth increase the Internet access agreements that reduce bandwidth annuall MoIC,
and reduce quality of service to high quality overall cost of Internet y KEPSA
cost for high to that service level. bandwidth
238
quality comparable to ii) Increased Develop international % of satellite 2008 VCs,
service benchmarked Internet Internet bandwidth Internet BW and KENET,
universities bandwidth per grant proposals for cost paid by annuall MoIC,
terminal support by development y KEPSA
comparable to development partners partners
that of the
benchmarked
countries
iii) Increased Collaborate with % of optical 2008 Completio VCs and
quality of NREN and operators fibre Internet and n of KENET,
service at to negotiate reduced bandwidth annuall undersea KEPSA,
reduced costs cost of undersea y optical MoIC
optical fibre-based fibre
Internet bandwidth projects
iv)Increased Develop service level % compliance 2008 VCs,
level of agreements with with service and KENET,
satisfaction of network operators and level annuall KEPSA
users NREN agreements y
6. Facilitate a) Train faculty Increased local Organize workshops No. of 2008 VCs,
educational members on content and training workshops and KENET,
content content developed by programmes for and annuall KEPSA
creation, development and faculty faculty and programmes y
sharing and delivery instructional designers
delivery on content
development process
and tools
239
No. of faculty 2008 VCs
trained on the and
content annuall
development y
process
b) Create Increased use of Write content Grant 2008 VCs,
university local content development grant amounts KENET,
partnerships for proposals to create awarded KEPSA
content research databases and
development other relevant
educational databases.
Create thesis abstracts No. of thesis 2009 VCs, CHE
database by year in
database /
No. of
searches of the
database
c) Create Increased Develop national % faculty and 2008 KENET,
communities of collaboration faculty and research researchers in VCs
practice for among students database the database
students and staff and faculty in
in related Kenyan
disciplines universities
d) Develop e- Improved Develop and update % of courses 2008 VCs, CHE
learning content learning institutional e-learning per university and
for degree and outcomes course content. posted on e- annuall
continuing learning y
platform
240
education Write grant proposals Amounts 2008 VCs,
programmes for open content awarded and KENET
development for life- annuall
long learning and y
faculty development
courses
Conduct research on No. of life- 2008 VCs, CHE
Open and Distance long learning and
Learning models and courses annuall
evaluate existing developed per y
models year
No. of 2008 VCs, CHE,
research and NRF
projects in annuall
ODL y
e) Increase access Increased access Setup an Web-based e- No. of free 2008 VCs
to educational to life-long mail server and Web-based e- and
opportunities for learning discussion groups, mail addresses annuall
life-long learners opportunities chat rooms in all offered to y
universities university
students and
staff
Develop lifelong Enrolment in 2008 VCs
educational life-long and
programmes . courses annuall
y
241
7. Collaborate a) Establish i) Expanded Develop joint research Completion of 2008 VCs.
with National partnerships with intellectual & consultancy policy the policy KENET,
Research and strategic contribution of guidelines guidelines NRF,
Education universities Kenyan MHEST,
Network universities KEPSA,
(NREN) to MoIC
enhance ii) Improved Develop and No. of 2008 VCs
partnerships standards in undertake joint publications in
and education and research projects refereed
collaboration research journals and
with strategic in conference
institutions proceedings
Develop partnerships No. of 2008 VCs,
and collaborations MOUs/Memo and KENET
with members of other randa of annuall
NRENs and Agreement y
universities outside (MOAs) with
Kenya universities in
other non-
Kenyan
NRENs
Bid for and undertake Contract 2008 VCs,
joint consultancy amount KEPSA
projects awarded
242
b) Promote joint Reduced cost of Identify ICT Inventory of 2008 VCs,
procurement ICT equipment equipment needs, common and KENET,
equipment and and services develop common equipment annuall MHEST,
services specifications and and services y KEPSA,
negotiate competitive required and MoIC
pricing of equipment associated
and services based on specifications.
bulk purchases Percentage 2008 VCs,
reduction in and
cost of ICT annuall
equipment y
and services
8. Improve a) Establish high No. of ICT Assess the existing Assessment 2008/09 VCs,
socio- quality ICT Centres of current policies in report MHEST,
economic centres of Excellence universities for MoTI
development excellence contributing to creating and funding
of the country undertaking improved centres of excellence in
using ICT cutting-edge innovations ICT
innovations research.
b)Establish ICT Increased no. of Develop new Guidelines 2008 VCs, CHE
incubators and entrepreneurial guidelines and and incentives and
spin-off ventures incentives for for university- annuall
companies in establishing ICT based Centres y
partnership with Centres of Excellence of Excellence
private sector in ACT
243
Create and/or No. of Centres VCs, MoTI
strengthen Centres of of Excellence
Excellence in ICT in created
Kenyan universities
Introduce high-quality No. of new 2008 VCs,
multi-disciplinary technology and KEPSA
degree programmes and annuall
and courses that link entrepreneurs y
ICT to hip degree
entrepreneurship programmes
c) Increase the Increased use of Assess the quality of Ranking of 2008- VCs, CHE,
number of locally locally ICT degree ICT 2009 Professiona
developed ICT developed ICT programmes and programmes l bodies
applications in applications in locally developed and and
key sectors of the Kenya applications with a applications institutions
economy. view to improving the
quality of ICT
applications.
Strengthen and/or No. of high- 2008- VCs, CHE,
introduce high-quality quality degree 2010 MHEST
ICT undergraduate programmes KEPSA
and graduate degree
programmes (e.g.,
electrical engineering
and computing) in
Kenyan universities
( check with ScTI)
244
d) Create Increased Develop/design No. of 2008 VCs,
awareness of the awareness by funding mechanisms publications, and MHEST
link between ICT policy makers for research in ICT for thesis and annuall
and socio- and local development areas. reports y
economic businesses and
development society on the
using research- socio-economic
based studies benefits of ICT
245
CHAPTER EIGHT
8.0 UNIVERSITY LINKAGES AND PARTNERSHIPS
8.1 Introduction
University linkages have been going on without legal agreements or
structures. A Memorandum of Understanding (MoU) is often used to
formalize a linkage. A partnership, on the other hand, often requires a
Memorandum of Agreement (MoA) and often involves collaborating
institutions committing financial, material and human resources to support a
joint research project or facility.
CHE and Kenyan universities have surveyed the different models used in
Europe, Asia, and Africa for sustainable university-industry linkages (Ogada,
2000). For example, in Germany, the university-industry links are sustained
by joint research projects and technology transfer centres. In Sweden on the
other hand, the linkages are through technology parks. Systematic reforms in
University Industry Partnerships in OECD countries have made universities
in those countries centres of innovation. Thus, linkages and partnerships are
widely used all over the world to increase the research output of universities
as well as quality research in these nations. Kenyan universities have begun to
establish both technology and science parks. They have also enhanced
collaboration in research projects.
The Taskforce has developed the strategic goals, objectives and strategies for
the linkages and partnerships. The strategies support seven types of linkages
and partnerships, namely:
i. university-industry;
ii. university-university;
iii. university-research institutes;
iv. university - middle-level colleges;
v. university-international organization;
vi. university-community; and
vii. university-relevant professional regulatory bodies.
Justification
Strong linkages and partnerships will enhance dissemination and
utilization of research findings and innovations emanating from the
universities.
Strong linkages and partnerships will enable universities to access
resources available in the private sector.
Linkages and partnerships provide platforms for consensus regarding
policies on strategic areas of the economy.
Linkages and partnerships can encourage pooling of human, physical and
financial resources.
Strong linkages and partnerships are necessary for diversification of
financing and incorporation of talent in the governance structures.
Linkages and partnerships provide an opportunity for identifying
community needs and enhance the capacity for community involvement
and improvement.
247
8.2 Linkages and Partnerships in Kenyan Universities: An Environmental
Analysis
8.2.1 Strengths
Public universities in Kenya have linkages with universities in developed
countries. The University of Nairobi has linkages with many universities in
Eastern Africa Belgium, Germany, the UK and the USA. For example, the link
between the University of Nairobi and the Free University of Belgium has in
the past six years provided funding for ICT infrastructure and joint Masters
and Doctoral degree programmes.
Moi University has links with Indiana University in the USA, and the Free
University of Belgium that support doctoral training, faculty exchange and
joint research programmes. Egerton University offers a joint degree in
Aeronautical engineering with Michigan University in the USA. JKUAT has
linkages with Japanese universities that have traditionally been funded by
JICA, the Japanese development agency. Similarly, all the private universities
have links with international universities for faculty and student exchange
programmes. For example, Kenya Methodist University has linkages with a
Canadian university that supports joint research programmes. USIU
maintains links with universities in China, Germany, India, Japan and the
USA for faculty and student exchanges, while Strathmore University has links
with universities in Nigeria, South Africa, Spain and the USA.
All the Kenyan universities also share library resources through the inter-
university library loan system. University libraries are increasingly being
automated and about 25% have OPAC available off-campus to students and
faculty in other universities. Thus Kenyan universities already recognize the
248
need for collaboration in teaching, research and management of the
universities.
University-Industry Linkages
A study commissioned by CHE confirmed that there is some collaboration
between industry and universities in Kenya. Internship and industrial
attachments are a requirement in professional degree programmes such as
business, law, engineering and ICT in Kenyan universities. Some private
universities such as Strathmore University and USIU have an attachment
requirement for all their degree programmes. These attachments result in
some level of collaboration between the universities and industry.
A few private universities also involve local industry during the curriculum
development process. The IEEE, a professional engineering body, also works
closely with the departments of electrical engineering to organize project
exhibitions and competitions. The university-based student associations and
clubs also work closely with other professional bodies like those for
Accounting or Marketing. AIESEC, the worlds largest student organization,
has chapters in most of the Kenyan universities and coordinates interactions
and internships in local and international industries and organizations. Most
of the universities also keep in touch with local industry through their
respective alumni associations and placement offices.
249
International organizations such as UNESCO, FAO and WHO have extensive
funding ability, data and expertise that can highly benefit the universities.
Such benefits can only be realised if the universities are well-informed about
what these institutions can offer and how funds as well as other resources can
be accessed. In addition to United Nations bodies, the universities would also
need to form strong links and partnerships with other international
organizations like the International Social Sciences Council and the
International Council for Science. It is important that universities be well-
informed on the protocols and conventions that govern these bodies, their
status with Kenya and membership requirements. There is need, therefore, to
carry out an assessment of the potential benefits of these bodies with a view
to maximizing universities exposure and building relevant partnerships.
University-Community linkages
250
University linkages and partnerships will therefore lead to progressive
innovative institutions whose mandates are informed and enriched by the
experiences, expertise and resources of these partners. The partners on the
other hand gain by tapping the intellectual and creative energy of the
universities. The overall achievement of these partnerships is the production
of more relevant knowledge and skills for economic development. The
successful case studies of university linkages and partnerships in the
developed countries cited above emerged through deliberate and specific
reforms that were underpinned by strong political will and government and
institutional support. There is need for a paradigm shift that ensures that
universities and collaborating entities mutually reinforce their strengths.
8.2.2 Weaknesses
Anecdotal evidence suggests that most of the links with international
universities are not well structured. They are particularly weak in the area of
Intellectual Property Rights because most Kenyan universities do not yet have
operational IPR policies. Consequently, it is possible for a university to lose
IPR to a foreign university. In fact, most universities have not developed
guidelines for faculty collaboration with researchers at other universities.
A study commissioned by CHE (Gichaga, 2005) found that there was limited
collaboration between Kenyan universities and industry. This is partly due to
lack of awareness of local industry of the potential for research contributions
from Kenyan universities or lack of awareness of university researchers of
industry needs. At present, there is no university in Kenya that has a chair in
any field of study that is sponsored by local industry. This is because the
multinational manufacturing companies undertake their research in the
countries of their origin. Incentives should be provided to financial and utility
companies to support chairs in their respective areas.
251
materials in other parts of the world which could be of benefit to universities
in Kenya. There is also a large pool of local researchers that could support
joint research projects at relatively low costs. Kenyan universities just need
to market their capability to the rest of the world.
Kenya is considered a hub for financial services and tourism in Africa. The
country also hosts the headquarters of the United Nations Environmental
Programme (UNEP) and this increases opportunities for joint research. Many
companies are also attracted to Kenya as a gateway to Africa. For example,
Nokia is establishing its Africa operation in Kenya and is willing to work with
Kenyan universities in developing new products. Currently, Google has
entered into collaboration with KENET, the university-wide research network
to provide e-mail and search engine and local content services to Kenyan
universities. Thus, Kenyan universities could scale up their collaboration
locally and internationally with universities and industry.
252
The following are the strategies that will be used to achieve this strategic
objective:
253
small-scale NREN that has a focus on ICT and connectivity between
Kenyan universities. Increased funding and awareness will mean
faculty will create locally relevant content, increase the number of joint
subject specific research databases and also support joint research
projects. Students would also collaborate using a strengthened NREN.
ii. Promote linkages and partnerships between local and international
universities. A fully-fledged NREN could also support collaboration
with international universities. Already KENET is linked to the
European NRENs through the European academic network. This
strategy will develop IPR guidelines for research collaboration. In
addition, the strategy aims to increase the level of funding to support
joint research, faculty and student exchanges. Linkages will also
support consortium-based doctoral and post-doctoral research
programmes.
Kenya has established several research institutes and middle level colleges
whose activities are not synchronized with the universities research and
teaching programmes. Often, some research institutes have very well
equipped research laboratories. In some instances, some universities have
better equipped research facilities. Sharing of these resources would benefit
both and improve national innovation activities.
254
sensitive to community needs and who understand how their degree
programmes could support social development.
255
8.3.7 Strategies for Promotion of University-Relevant Professional and
Regulatory Bodies Linkages and Partnerships.
256
Logframe for University Linkages and Partnerships
Strategic goal Develop Strong University Linkages and Partnerships that Enhance Mutual Learning, Research And Innovation
1.Establish a) Establish a national Increase in Develop policy on A template established; 2008/09 MHEST, MoF,
conducive policy on university- number of collaborative research policy on collaborative and MoA, MoH, MoT,
policy industry collaborative sustainable and template on research in place and annually MoI, MoL,
environment for research university- partnership protocols; No. of grant awards MoF, VCs, NRF,
university- industry linkages recommend mechanisms CHE, OP,
industry and partnerships for sourcing of funds and KEPSA ,MFA
linkages and awards.
partnerships
b) Develop policies for Enhanced Assess the current status Policy guidelines for 2008/09 MoT, MoI, MHEST,
university-industry synergy in of collaboration and research and VCs, NRF, KEPSA
innovation clusters research and develop policy guidelines innovation clusters
and/or technology parks innovation for knowledge creation
clusters.
Create research and No. of research and 2008/09 MoT, MoI, MHEST
Strengthened innovation clusters in innovation clusters and VCs NRF,KEPSA
research in priority areas e.g. disease created. annually
priority areas diagnosis, biological,
agricultural, physical and
chemical sciences, socio-
economic studies and ICT
c) Promote knowledge i) Creation of Develop guidelines and Improved management 2008/09 VCs, MHEST,
transfer mechanisms spin-offs and transfer mechanisms on of innovations; and KEPSA, NRF KIPI,
increased dissemination of research percentage increase in annually KBS
utilization of findings, management of the No. of patented
patents and IPR, especially licensing products
licenses. and patent transfers.
Develop mechanisms for Level of functional 2008/09 VCs and KEPSA
promoting exchange of engagements and
experts between annually
universities and
industries.
Create projects that No. of projects that 2008/09 VCs, MHEST,
demonstrate to Kenyans can easily and KEPSA
researchers, policy access. annually
makers and society the
benefits of licensing and
patenting of knowledge
and innovations
ii) IPR Establish technology No. of IPR 2008/09 KEPSA, VCs,
management licensing regimes and management offices; and MHEST, KIPI
offices organizations, and IPR No. of technology annually
established management offices licensing regimes and
organizations
established
d) Promote knowledge- Increase in No. of Assess the current status Assessment report; 2008/09 VCs, KEPSA, MoT,
based start-ups through successful of university industry No. of incubation and MoI, MHEST NRF
incubation centres. entrepreneurial linkages and develop centres annually
start-ups policy guidelines and
mechanisms for venture
capital sourcing and
funding
258
2. Promote a) Promote and Pooled expertise, Identify SMEs and MNCs No. of joint research 2008/09 VCs, KEPSA, MoTI,
university- operationalise knowledge skills , with projects and MHEST NRF
industry creation through joint competencies industrial/technological annually
linkages and research, contract and other needs and match and link
partnerships research, and resources by the the industry with
comprehensive universities, professors/ researchers
collaboration agreements industry and who have knowledge and
research capability to solve the
institutes; variety problems.
of new products Work with the private No. of linkages and 2008/09 VCs, KEPSA, MoTI,
introduced sector to establish reliable partnerships and MHEST NRF
meeting linkages and partnerships established with annually
consumer with relevant relevant organizations.
demand organizations;
Collect and disseminate Established database; 2008/09 VCs, KEPSA, MoTI,
data and information on No. of new discoveries and MHEST NRF
existing innovations and and innovations annually
activities in universities commercialized and
and industry that will No. of students
lead to appropriate attached to industry.
placement of students on
attachment.
b)Promote knowledge Increased Assess the existing status Assessment report; 2008/09 VCs, KEPSA,
transfer through journals, publication and of joint publications and mechanisms for and MHEST, MoT,
papers, books, conference circulation of student/faculty exchange student/faculty annually MoI, NRF
presentations, as well as papers, programmes and design exchange programmes
student/faculty technology and mechanisms for in place;
internships and management strengthening them or No. of students and
exchanges journals; establishing new ones faculty on exchange
increased programme;
exchange of No. of joint
students and publications
faculty
259
c) Develop universities' Increase in Identify the relevant Report on gaps; 2008/09 VCs, KEPSA, NRF
capability to generate and relevant knowledge gaps and No. of new research and
accumulate relevant knowledge design appropriate activities in relevant annually
knowledge that is transfer between research agenda. areas.
transferable to society, universities, the Design and undertake Research reports; New 2008/09 VCs, KEPSA,
economy and business private sector research that is relevant market products and proposed NRF,
and society. and transferable to annually MHEST, CHE
society/economy
d) Promote faculty and Harmonized Review curricula and curricula review 2008/09 VCs,KEPSA,
student internships and student develop pertinent reports and and MoT,
exchanges with local and attachment attachment programme harmonized attachment annually MoI, NRF
international companies programmes; programmes
increase in
faculty on short- Develop short-term No. of faculty 2008/09 VCs, KEPSA, MoT,
term industry industry sabbatical participating in and MoI, NRF
attachments programmes for faculty industry-attachment annually
and /or sabbaticals
3. Promote a) Promote linkages with Increased Assess current status of Assessment report; 2008/09 CHE, VCs,
university- international universities number of linkages and partnerships barriers identified; MHEST, NRF
university to enhance knowledge sustainable between universities guidelines in place;
linkages and and technology linkages with nationally and increased levels of
partnerships acquisition international internationally. linkages
universities Develop guidelines to
promote university-
university linkages and
partnerships.
260
b) Strengthen the Increase in joint Assess the total research Data on research 2008 and VCs, CHE, NRF
national research and research projects, capacity of Kenyan capacity annually
education network to databases and universities Research databases
support collaboration locally relevant
among Kenyan learning Locally relevant
universities materials Initiate and fund pilot learning materials
and demonstration No. of joint research
projects for creating projects
research databases and
materials
4. Promote Enhance joint research Increased Assess the potential that Assessment report 2008 and VCs, Relevant
university- and students/staff utilization of exist for joint research annually research institutes,
research exchanges research and staff/ student NRF, Middle level
institutes and equipment and exchange between Colleges
middle level facilities universities and research
colleges Increased institutes
linkages and collaboration in
partnerships research and Establish collaborative Number of
training by research and training collaborative research
Kenyan in place
universities and
research
institutes
Flexible student Develop guidelines for Guidelines in place 2008 and VCs, Relevant
credit transfer; student credit transfer periodicall research institutes,
Enhanced y NRF, Middle level
collaboration Colleges
with middle level
colleges
261
5. Promote Establish collaborative Participation in Evaluate how Kenyan Evaluation report; 2008 and VCs, CHE, NRF,
university- programmes with United international universities can No. of projects funded annually MHEST, relevant
United Nations organizations research; participate more ministries
Nations like UNEP, UNESCO, Increased effectively in
/multinational WHO, UNIDO and other funding for international research
Organizations similar organizations research programmes
linkages Establish participation in No. of international
international research research activities
activities established
6. Develop a) Integrate community Graduates Curriculum review for all No. of degree 2009 and VCs, CHE, CBOs
university- service in university willing to serve degree programmes to programmes with annually
community degree programmes and volunteer in include community integral community
linkages and community service component service component
partnerships initiatives
b) Align university Enhanced Assess and identify areas Assessment report 2008/09 VCs, CBOs
research projects with university- of research and No. of innovative and
community development community innovation that would community project annually
interaction directly address
community needs
c) Promote co-curricula Graduates Assess level of Assessment report 2009 and VCs, KEPSA, CBOs
activities that engage willing to serve participation of annually
local communities local university students in co-
communities curricula activities and
clubs
Develop co-curricula Guidelines
guidelines that promote
local community service
262
Provide facilities and No. of community-
support for community- based co-curricular
based co-curricular activities
activities
Promote a) establish Sustainable Develop guidelines Policy on partnerships 2008/09 Relevant ministries,
guidelines for university- VCs, CEOs of
university- professional and
university- professional regulatory bodies
relevant professional and regulatory
and regulatory bodies
professional
body linkages linkages and
and and partnerships
partnerships
regulatory
b) promote Relevant Develop guidelines for Guidelines and No. of 2008/09 Relevant ministries
bodies involvement of Curriculum participatory curriculum curricula developed VCs, CEOs of
developed development through participatory professional and
professional and
linkages and process regulatory bodies
regulatory bodies
partnerships. in curriculum
development
c) develop Competent Develop guidelines for Guidelines in place;
graduates joint supervision of No. of interns jointly 2008/09
mechanisms for Relevant ministries,
interns supervised
professional and VCs, CEOs of
regulatory bodies professional and
to participate in regulatory bodies
internships
supervision
263
d) develop Increase in Develop and Mechanisms in place; 2008 and Relevant ministries
mechanisms for commercialisa implement No. of IPRs registered annually VCs, CEOs of
professional and
professional and tion of regulatory regulatory bodies
regulatory bodies to research mechanisms for
facilitate registration products professional and
and protection of regulatory bodies to
student and faculty facilitate registration
IPR and protection of
student and faculty
IPRs in their relevant
areas
e) develop Enhanced Develop and implement Guidelines in place;
2008 and
mechanisms to allow resources for mechanisms for increased research
research, facilitating professional outputs; new annually Relevant ministries
professional bodies scholarships and and regulatory bodies publications, VCs, CEOs of
support research, chairs support to universities professional and
chairs, scholarships regulatory bodies
in their respective
areas
264
CHAPTER NINE
9.0 GOVERNANCE AND MANAGEMENT OF UNIVERSITY
EDUCATION
9.1 Introduction
The university of the twenty first century places the attitudes, values and
expectations of internal and external stakeholders at the centre. The university
must provide the best atmosphere or learning environment for shaping and
inculcating positive attitudes and values. Its graduates should benefit from
quality education that adds value to knowledge and promotes the social and
economic development of the society. A university with these attributes can
only be developed through effective governance and management structures.
Public universities are established by specific Acts of parliament that are not
in harmony with the Universities Act Cap 210B that created CHE and
provided for establishment of private universities. In terms of governance the
public universities fall under three Acts: Universities, State Corporations and
the respective university Acts. This in some cases results in conflicts. This
issue is being addressed by the Kamunge Taskforce (2007) on the review of
the educational legal framework. This should improve the governance and
management structures of public universities. The revised governance and
management structures should be lean, effective and efficient so as to enhance
the quality of education as well as ensure more accountability of the public
universities to both the Government and the public.
i. Congregations/Courts;
ii. Councils;
iii. Academic Boards/Senates;
iv. Faculties;
v. Schools;
vi. Institutes; and
vii. Departments.
266
Key Recommendation 9.1
Justification
Ensures efficient and effective utilization of resources.
Ensures smooth running of universities, thus enabling them to carry out
their core mandate.
Promotes accountability and transparency in university management, thus
fostering goodwill of stakeholders for the universities.
Mentors and trains university staff and students for responsible leadership
in society.
Helps attract investments, endowments and partnerships.
Results in optimum delivery of services to the students, staff and the wider
public.
Promotes quality learning, teaching and research.
Promotes universities as role models in institutional management.
Enhances justice and peace within the university community as well as in
the whole nation.
Raises the profile of universities and thus enhances the countrys image.
Enhances the competitiveness of the universities.
Protects the interest of the stakeholders.
The 29 member commission is large and is not in line with the current
practices of good governance and management. The strategy is to appoint
Commissioners who are impartial and independent-minded, have a mix of
the following qualities: relevant academic qualifications, experience in
financial and mobilization and control and Human Resource management in
comparable institutions, good knowledge of the higher education systems
and a strong track record and stature in service to the public.
268
9.3.5 Appointment of the Chief Executive Officer of CHE
Quality is the conditio sine qua non of university education. CHE is the
principal external quality assurance body for university education. The Chief
Executive Officer of CHE has the crucial responsibility of providing
leadership to this important body. S/he is responsible for managing the
Commissions day-to-day business. In view of this, s/he should be
competitively recruited to ensure that the CEO has the requisite attributes,
experience, competencies and stature to effectively carry out this
responsibility.
269
As part of the governance reforms, there should be strong Councils that
should be able to audit and manage the institutions. Such Councils should be
able to address the issues of remuneration based on performance.
The Council members decisions should be guided solely by the interests and
objectives and considerations of the university. Thus they should act as
trustees of the university and should be answerable, in the first instance, to
the Congregation and also to the general public. Upon appointment,
members of the Council should be inducted on their roles and responsibilities.
9.5 Senate
This is an internal governing body and consists of academic staff from various
faculties within the university. They handle academic and other issues
involving staff and students of the university. Although the majority of Senate
members are there by virtue of the offices they hold, recent trends indicate
that Chairmen of departments and Directors of Institutes and Schools are
direct appointees of the VCs hence locking out diversity of opinion and
experience. The senate members should be senior academics in the
department possessing adequate institutional history and experience.
270
At present the dictum of the relationship between Council and Senate states
that Council shall not override the Senate in academic matters and the
Senate shall not override the council in resource matters. The Council should
fully exercise its statutory roles in governing the universities. The government
can then exercise benign control over universities through policies and
finances. This hands-off approach will ensure institutional autonomy and also
safeguard the governments position as custodian of the publics interests in
the universities.
i. Vice-Chancellor as chairman
ii. DVC Academic as Secretary
iii. Other Deputy Vice-Chancellors
iv. Deans
v. Representatives of academic staff, 1 from each faculty/school/institute
vi. Representatives of students: a maximum of 4; two undergraduates and
two postgraduates
vii. Head of Library and Information Services
272
perception of the public remains widespread and deep that transparency and
accountability have not been sufficiently thorough.
9.13 Strategies
In order to achieve the strategic goal the following strategies shall be
implemented:
273
Logframe for University Governance and Management
1. Review of Restructuring of Lean, To review and Revised 2008-2009 The legal VCs, CHE,
legal public effective and amend Universities Universities framework MHEST, AG
framework in universities' efficient Acts and Statutes by Acts and Taskforce
order to governance universities respective Statutes will address
improve structure institutions all issues
governance identified in
and this
management logframe.
structures
Recommend
ations will
be approved
by
Government
and
proposed
bills passed
by
Parliament
To review and amend Revised CHE 2008 - 2009 CHE
Universities Act of 1985 Act MHEST,
VCs, AG
Improve Rationalize and Rationalized Assess the need for and Assessment 2008/09 VCs,
governanc mainstream the functions of the articulate the functions of reports MHEST,
e and functions of the Congregation/ the Congregation/ Court ; CHE
accountab Congregation / Court; Assess the current role of
ility Court and the Clear role of the the Chancellor
Chancellor in public Chancellor
universities
Rationalize and Rationalized Assess the need for and Assessment 2008/09 VCs, CHE,
mainstream the functions of the articulate the functions of report. MHEST
functions of the Congregation/ the Congregation/ Court;
Congregation/Court Court; Assess the current role of
and the Chancellor in Clear role of the the Chancellor
private universities Chancellor
Review the Improved Assess and develop New 2008/09 CHE, VCs,
accreditation governance and appropriate guidelines for benchmarks and MHEST
standards for management accreditation in standards
Governance and governance and
Management management
Review the human Improved policies Assess the current human Assessment 2008/09 VCs, CHE
resource and mechanisms in resource needs and report
requirements and human resource policies
policies and management
implement as
appropriate
Review the financial Transparent and Assess the current Assessment 2008/09 VCs, CHE
management system accountable financial financial management report
and implement systems systems and recommend
appropriate reforms mechanisms for
improvement
Review university Adequate forward Assess the current system Assessment 2008/09 VCs, CHE
planning system and planning system that and recommend report
implement informs policy and appropriate mechanisms
appropriate reforms management for improvement
276
Improve Establish high A multi-media Assess information and Assessment 2008/09 VCs, CHE,
the quality, reliable and information and communication capacity report. NRF
university timely information communication of the universities;
informatio and communication system created.
n and systems.
communic Establish interactive Interactive MIS 2008/09 VCs, CHE,
ation Management Information in place. NRF
system. Systems.
Recruit and/or train No. of 2008/09 VCs, CHE
qualified ICT personnel. competent ICT and
personnel annually
Improve Establish efficient Lean, effective Review current New and 2008 and VCs, CHE,
the and effective efficient and management structures improved annually MHEST
managem management sustainable management
ent structures. management structures in
structure structures. place
of
universiti
es
277
Undertake appropriate New and 2008-2009 VCs, MHEST
reforms as recommended improved
by the review report harmonious
management
systems.
Improve Quality documents Assess the current Assessment 2008-2009 VCs, CHE,
documentation and and records of governing bodies data report
records of governing decisions by management processes
bodies governing bodies; and practices
access to university
records.
278
Train the members of the No. of people 2008 and Chancellors,
governing bodies and able to access annually VCs, CHE,
management on access and use records. MHEST
and utilization of
university data.
279
MONITORING IMPLEMENTATION OF THE STRATEGY
Monitoring of implementation of any project allows the responsible agencies to
appreciate and deal with challenges. It also enables the agencies to avoid pitfalls
in the process of programme implementation. Monitoring enables the agencies
get data and information that can provide lessons for future implementation.
This will also enable the Ministry of Higher Education, Science and Technology
vary the outputs and outcomes as the process of implementation continues.
281
REFERENCES
i. Andreas Schleicher The economics of knowledge
ii. Bloom D., D. Canning and K. Chan 2006. Higher Education and Economic
Development in Africa; Human Development Sector, Africa Region, World
Bank
iii. Dalman and Utz, India and the Knowledge Economy
iv. Dalman, The Impact of Higher Education Training and Lifelong Learning
on Economic Development
v. Knight Jane (Ed), 2003. Internationalization of Higher Education: Practices
and Priorities, IAU Survey Report. pp. 220.
vi. Knowledge for Development
(http://www.worldbank.org/wdr/wdr98/contents.htm)
vii. Lisbon Council Policy Brief
viii. Micere Mugo. Policy Forum Report, Innovations in African Higher
Education, 2001
ix. Nilekani, Newsweek 2006 Issues p. 93
x. PUIB Report, 2006. Transformation of Higher Education and Training in
Kenya, Government Printer, Nairobi.
xi. Republic of Kenya, 2005. Sessional Paper No. 1 of 2005 on a Policy
Framework for Education, Training and Research. Government Printer.
xii. Republic of Kenya, 2005. The Economic Survey, Government Printer,
Nairobi.
xiii. Republic of Kenya, 2006. The Economic Survey, Government Printer,
Nairobi.
xiv. Republic of Kenya, 2007. MoST, TIVET National Training Strategy Paper,
2nd Draft.
xv. The knowledge economy index (http://www.worldbank.org)
xvi. UNDP, 2005. Kenya Human Development Report, Nairobi.
xvii. UNESCO Institute for Statistics, Global Education Digest-2006
xviii. UNESCO, 2006. Comparing Education Statistics across the World: Global
Education Digest. Institute for Statistics, pp1-194.
xix. World Bank Institute: Knowledge Economy Benchmarking of Tanzania
Knight Jane (Ed), 2003. Internationalization of Higher Education: Practices
and Priorities, IAU Survey Report. pp. 220.
282
Annex 1: General Expansion Cost
The demand for university education is high in Kenya. To meet this demand there is need to expand and
and the postgraduate training in our universities. To achieve this, the following projects will be undertaken
No. Duration
S/No. Project Details Unit Price Total Cos
Required (Days)
1 Determine the Appropriate Unit Cost
Consultancy for the establishment of the
differentiated unit cost based on zero 4 10,000.00 30 1,200,000
budgeting
2 Data Management
Establish in the Ministry of Education, a
university education database that will
show trends in enrolment, participation
rates and attrition at university level. The N/A 55,000,000.00 1 55,000,00
database should be modelled to contain
features in the UNESCO Institute for
Statistics
Capacity building for both University
3 1,000,000
and Ministry of Education Staff
Establishment of New University
4
Colleges (4 )
(1) Prepare legal framework, 3 12,000.00 60
00
(2) Take inventory of existing equipment
2 10,000.00 30
to determine needs 00
No. Duration
S/No. Project Details Unit Price Total Cos
Required (Days)
(4) Renovation of physical and ICT
4 5,000,000.00 1 20,0
infrastructures
(5)Preparation of learning materials 4 3,000,000.00 1 12,0
(6) Recruit and Train staff. 4 70,000,000.00 1 280,0
283
4) Renovation of physical and ICT
2 5,000,000.00 1 10,0
infrastructures
4)Completion of physical structures 2 1,000,000,000.00 1 2,000,0
(5)Preparation of learning materials 4 3,000,000.00 1 12,0
(7) Recruit and Train staff. 4 70,000,000.00 1 280,0
(8 Procurement of needed
2 50,000,000.00 1 100,0
equipment(Kilifi& Kabianga)
(9) Procurement of needed
2 1,000,000.00 1 2,0
equipment(Taita Tavetta & Kitui)
2,420,
Sub Total
0
No. Duration
S/No. Project Details Unit Price Total Cos
Required (Days)
No. Duration
S/No. Project Details Unit Price Total Co
Required (Days)
6
(6)Preparation of learning materials 20 3,000,000.00 1
00
7)Production of teaching and learning
1 400,000,000.00 1 400,0
materials(Using Government Printer)
(8) Recruit and Train staff. 1 50,000,000.00 1 50,0
(9)Develop and Equip Library 1 1,000,000,000.00 1 1,000,0
284
(10)Procurement of needed equipment 1 50,000,000.00 1 50,0
Sub Total 2,790,87
6 Restructuring of HELB :-Restructuring HELB and strengthen its staff to undertake the follo
(1) Develop criteria for targeting funding
to the poor and vulnerable students and 4 10,000.00 60
00
those from marginalized regions.
(2) Develop guidelines and mechanism
for private sector investment in 2 10,000.00 30
00
university education.
(3) Develop guidelines for government
4 10,000.00 30
guarantee of education loans 00
(4) Develop guidelines mechanism and
criteria for introduction of student loan 2 10,000.00 30
00
Smart Card (voucher) system
Improve quality and relevance of
education(HELB& CHE university As 1 20,000,000,000.00 1 20,000,00
per the studies
20,
Sub Total
00.00
7 Upgrading of Polytechnics(2 )
Kenya Polytechnic
Academic Staff requirement 1 54,000,000 1 54,0
Cost for staff development 1 246,000,000 1 246,0
Construction and equipping of library 1 385,000,000 1 385,0
Rehabilitation of infrastructure 1 74,650,000 1 74,650,00
285
No. Duration
S/No. Total Cos
Project Details Required Unit Price (Days)
Purchase of Laboratory & Workshop Eq:
16
1. Electrical & Electronics Engineering 1 165,500,000 1 00
25
2. Mechanical Engineering 1 250,000,000 1 00
12
3. Hotel and Hospitality Management 1 125,000,000 1 00
18
4. Building and Civil Engineering 1 185,000,000 1 00
4
5. Curriculum Review 1 44,000,000 1 00
1
6. Quality Assurance 1 10,000,000 1 00
7. Computer Science and ICT 1 125,000,000 1 125,0
Mombasa Polytechnic
Academic Staff requirement 1 54,000,000 1 54,0
24
Cost for staff development 1 246,000,000 1 00
38
Construction and equipping library 1 385,000,000 1 00
7
Rehabilitation of infrastructure 1 74,650,000 1 00
Purchase of Laboratory & Workshop Eq:
1. Electrical & Electronics Engineering 1 165,500,000 1 165,5
25
2. Mechanical Engineering 1 250,000,000 1 00
12
3. Hotel and Hospitality Management 1 125,000,000 1 00
18
4. Building and Civil Engineering 1 185,000,000 1 00
No. Duration
S/No. Project Details Unit Price Total Cos
Required (Days)
4
5. Curriculum Review 1 44,000,000 1 00
1
6. Quality Assurance 1 10,000,000 1 00
12
7. Computer Science and ICT 1 125,000,000 1 00
Sub Total 3,328,30
8 Other Projects
Completing stalled projects critical to
enhancement of access and quality 7 300,000,000.00 1 2,100,000
improvement and student welfare.
286
1) Conduct a study to establish the status
and potential of graduate programs in
local universities, the succession of
postdoctoral faculty members, and 4 12,000.00 40 1,920,00
establish conditions and strategies for
attracting Kenyans in the Diaspora back
home
2) Conduct a study and develop criteria
for credit recognition and credit transfers
across local and from international
universities. Review the established
criteria of credit transfers and admission 4 12,000.00 60 1,440,000
of students from Diploma and Middle level
Colleges to local
287
No. Duration
S/No. Project Details Unit Price Total Cos
Required (Days)
3) Undertake a study on the implications
of current admission policies on equity
issues as they relate to gender, regions,
4 10,000.00 40 1,600,000
social, ethnic, language and economic
backgrounds. Recommend admission
criteria to address equity issues.
4) Conduct a study on how universities
can undertake outreach programs to
capture the talented and gifted students
from marginalized communities who have
3 12,000.00 30 1,080,000
not been captured by the National
Examination system. Recommend
strategies and mechanisms for funding
students
5)Develop Regulation and mechanism for
providing incentive to private university
and organization to expand enrollment
and to develop adequate teaching and 3 10,000.00 60 1,800,000
learning infrastructure especially waiver
of VAT on all educational materials and
taxes on philanthropy
6) Consultancy to work with universities
to develop guidelines and mechanism to
enable universities raise money through 4 10,000.00 120 2,400,000
market instruments such as education
bonds guaranteed by government.
2,108,
Sub Total
0
12,415,
Grand Total
0
288
Annex II: Cost for Improvement of Access and Equity
The demand for university education is high in Kenya. To meet this demand there is need to expand and stream
postgraduate training in our universities. To achieve this, the following projects will be undertaken.
No. Duration
S/No. Project Details Unit Price
Required (Days)
Conduct a study to assess the local capacity of
1 Distance Learning, Open Learning and Virtual 4 10,000.00 40
learning
2 Establish National Open University 1 2,790,873,600.00 1
Build human capacity to develop and teach in Open
3 3 10,000.00 50
Universities
Assess the status and potential capacity of local
4 universities to offer Post-graduate programs and 3 12,000.00 40
recommend additional resources
Strengthen existing post-graduate programs and
5 2 12,000.00 40
start new Post-graduate programs in strategic areas
No. Duration
S/No. Project Details Unit Price
Required (Days)
289
To establish a university education management
16 6 10,000.00 40
information system.
To develop guidelines for enhanced capacity for
17 planning, policy coordination and monitoring in the 3 12,000.00 30
University Education Division and the universities
An assessment of the organization structure of the
18 2 12,000.00 20
university division and recommend restructuring.
Prepare technical specifications and design of MoE
19 2 10,000.00 50
data center
20 Procure and install data center equipment 1 50,000,000.00 1
No. Duration
S/No. Project Details Unit Price
Required (Days)
Develop/review gender policy at University and
22 2 12,000.00 30
program levels
Review national policies and or legislation for
23 4 10,000.00 40
promoting diversity
Develop/reviews/strengthen/implement and
30 2 10,000.00 40
Publicize institutional gender sensitive policies
Have adequate and appropriate facilities and
31 3 12,000.00 60
services that address gender needs
Train and sensitize university community on gender
32 issues and procedure for filing complaints and 3 12,000.00 40
consequences
Develop systems of recognition and reward for
33 effective gender sensitive champions within the 2 12,000.00 30
university community
No. Duration
S/No. Project Details Unit Price
Required (Days)
Modification of University facilities to accommodate
34 20 50,000,000.00 1
students with special needs
Develop affirmative action policy for students with
35 3 12,000.00 40
special needs
290
Acquisition adaptation and development of special
36 teaching and learning materials for students with 2 12,000.00 30
special needs
Total
291
Annex III: Cost for Improving Quality and Relevance
In order to improve quality in public universities the following Projects will be carried out.
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Restructuring Commission For Higher
Education.
Establish the current status of CHE and
recommend required reform and
1 mechanisms for making it a Quality 2 40,000.00 45 360
Assurance and quality control body of
international repute
Develop QA/QC for all universities and
2 3 10,000.00 60
Higher education institution 0.00
292
Carry out tracer studies to gauge the
15 4 10,000.00 45
employability of Kenyan graduates. 0.00
Design guidelines for the process of internal
and external audit of universities through
16 3 10,000.00 40 1,20
visitations. There should be structures in
place to identify and justify them.
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Assess the merits of various systems of
doing credit transfer. Recommend an
29 2 10,000.00 45 900
independent body to undertake this on
behalf of universities in Kenya
Identify additional sources for student
30 2 10,000.00 40 800
financing
293
Establish a new student loan system that
pays the real cost of learning to allow
31 2 10,000.00 60 1,20
student take courses of their choice
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Develop guidelines for gauging of academic
programmes in order to streamline,
39 consolidate, promote and/or phase them 2 12,000.00 30 720
out depending on their alignment to
national strategic needs and the market.
Develop package for Training of quality
40 staff for effective teaching, research 2 10,000.00 30 600
management and quality assurance.
Review and improve the system by having
41 a clear time bound process; fast track the 2 10,000.00 30 600
process to meet the students needs
Assess the impact and scope of the current
42 foundation/common core/general 3 10,000.00 45 1,35
education courses in all the universities
Review curriculum to ensure that courses
on ethics, critical thinking and analytical
43 3 10,000.00 50 1,50
skills are incorporated into mainstream
university teaching/learning.
Establish events and programmes like
public debates, lectures, seminars,
44 orientation programmes that promote civil 2 10,000.00 30 600
and ethical behaviour
Assign/strengthen and train academic
45 advisors on mentoring and counseling 3 10,000.00 45 1,35
students
Establish guidelines for selection and the
46 teaching programme for pre-entry students 2 10,000.00 30 600
294
Assess the existing Information Systems
47 with a view to strengthening them. 2 10,000.00 30 600
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Develop advisory, monitoring and
48 evaluation systems and guidelines 3 10,000.00 45 1,35
Establish/Strengthen/revitalize an effective
49 career counseling centre. 4 10,000.00 50 2,00
295
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Identify and seek funding to establish such
60 programmes; 2 20,000.00 60 2,40
296
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Identifying and engage individuals with
appropriate skills that would enhance joint
71 2 12,000.00 30 720
university-industry research/teaching
activities
Identify the barriers and establish
72 incentives that would enhance staff 3 10,000.00 60 1,80
interaction with industry
Assess the current ratios of academic staff
73 with PhDs in all programmes; 2 10,000.00 30 600
297
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Train staff on research proposal writing,
80 management and marketing 4 10,000.00 30 1,20
298
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Assess the capacity and need of
universities, and small and medium
90 4 10,000.00 60 2,40
enterprises to participate in collaborative
research
Establish joint research between universities
91 2 12,000.00 30 720
and SMEs
Assess the productive capacity of Kenyas
Researchers through assessment of the
number of copyrights, the number of
92 patents per year, the areas and kinds of 3 10,000.00 60 1,80
research that are being undertaken, the
areas that are not being researched, and the
kinds of innovations exhibited.
Direct research efforts to areas of weakness,
93 2 10,000.00 30 600
gaps and strategic priorities
94 Develop incentives and award systems to
recognize published works 4 10,000.00 60 2,40
299
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Assess the current level of library holdings
100 in terms of relevance and currency in 4 10,000.00 90 3,60
compliance with CHEs standards;
Assess the current level of teaching
101 equipment in compliance with CHEs 3 10,000.00 45 1,35
standards
Procure necessary books/equipment
102 7 50,000.00 1 350
according to assessment reports
Each university to be compliant with
CHEs/UNESCOs benchmarks in the
103 3 10,000.00 45 1,35
purchase of relevant, up to date equipment
and library materials
Establish national holdings and digital
104 library of local and international materials 2 10,000.00 30 600
Tot
S/No. Project Details No. Required Unit Price Duration (Days)
Co
Assess each universitys status in ICT
112 infrastructure in the light of emerging needs 3 10,000.00 60 1,80
and priorities
Develop guidelines for application of ICT in
113 4 10,000.00 40 1,60
university education and research
Establish an integrated campus and wide
114 4 10,000.00 90 3,60
area network with full internet access
Identify additional sources of funds for
115 3 10,000.00 45 1,35
institutional loans
116 Establish institutional loan products 7 10,000.00 30 2,10
Auditing/Inspection of all universities with
118 3 10,000.00 45 1,35
regard to CHEs guidelines
Assess CHEs capabilities and efficiency
119 capacity to handle compliance 2 10,000.00 30 600
301
Tota
S/No. Project Details No. Required Unit Price Duration (Days)
Cos
Develop programmes that equip students
138 with multifunctional skills to enhance their 3 10,000.00 30 900,
employability and innovation.
139 Train lecturers on new ways of accessing 3 10,000.00 45 1,35
knowledge and innovative teaching
140 techniques 2 10,000.00 30 600,
Provide classrooms that are wired
141 appropriately for knowledge access 2 10,000.00 30 600,
Tota
S/No. Project Details No. Required Unit Price Duration (Days)
Cos
Develop mechanisms that ensure that
149 3 10,000.00 60 1,80
programmes adhere to guidelines
Outline the processes and structures of
150 relations between internal and external 3 10,000.00 30 900,
audit
Develop institutional QA standards with
151 the universities and there from develop the 4 10,000.00 90 3,60
national accreditation standards.
Develop systems and incentives that
encourage linkages with reputable
152 3 10,000.00 45 1,35
international universities for achieving
quality education
Develop guidelines and modalities of joint
degree programmes between local
153 universities and between local and foreign 4 10,000.00 30 1,20
universities to safeguard the integrity of
programmes and such partnerships
154 Establish MIS system at CHE that 3 10,000.00 45 1,35
exchanges data effectively with all
302
university institutions
Total
000.
303
Annex IV: Cost for Improvement of University Education Financing
Financing is a very critical part of university education. The following projects and studies should be u
country put in place a viable and suitable financing mechanism.
No. Duration To
S/No. Project Details Unit Price
Required (Days) Co
304
Develop legal and organizational framework for a national
17 4 12,000.00 60 2,8
agency for mobilizing and disbursing research funds
Carry out a study to determine the feasibility of a sustainable
18 6 10,000.00 40 2,4
National endowment fund.
Determine the types and amount of incentives which will enable
19 3 12,000.00 40 1,4
individuals industries to contribute to the fund
No. Duration To
S/No. Project Details Unit Price
Required (Days) Co
Determine the current dormant university assets (land, houses,
22 farms), their value and propose how to prudently unlock them 3 12,000.00 40 1,4
to generate income for the universities
Assess the condition of stalled projects and cost of completing
23 2 12,000.00 30 72
them and propose a completion schedule
TOTAL 42,
305
Annex V: Cost for Improvement of Students and Staff Welfare
There is a need for projects to develop clear regulatory guidelines for increased access and equity in Higher Educ
admission process. This will reduce the admission costs and increase competition for quality students among univers
A well structured funding mechanism will enable universities to enhance benefits to staff welfare through appropria
developed infrastructure. To achieve these, the following projects are necessary: -
Duration
S/No. Project Details No. Required Unit Price Total Cost(Ks
(Days)
Student welfare
Develop clear regulatory guidelines for
increased access and equity in higher 3 12,000.00 60 2,160,000.00
1 education.
Develop criteria for direct admission by
individual university senates/ 3 12,000.00 40 1,440,000.00
2 Academic Boards
De-link admission from available bed
3 12,000.00 30 1,080,000.00
3 space.
Synchronizes the time for all admissions
2 10,000.00 30 600,000.00
4 into universities to reduce wastage
Review the current functions of JAB to
serve the admission needs of all students 2 10,000.00 60 1,200,000.00
5 for all universities
Formulate new functions for the new
JAB which acts as a clearing house for
student admission for all universities.
3 10,000.00 60 1,800,000.00
6
Duration
S/No. Project Details No. Required Unit Price Total Cost(Ks
(Days)
Develop guidelines and accreditation
criteria for admission and student credit
3 12,000.00 30 1,080,000.00
transfers between universities and
8 middle level colleges
Develop mechanisms for funding out-
reach programs targeting talented and 3 12,000.00 40 1,440,000.00
9 gifted students.
Revise the current students Means
Testing criteria to enable HELB identify
various levels of need and the relevant
3 12,000.00 40 1,440,000.00
financial assistance required to
adequately cover both tuition and living
10 expenses
306
Assess the feasibility of Government
guaranteed loans that HELB can avail to
institutions for facility improvement as
3 12,000.00 30 1,080,000.00
well as to students who are adjudged to
be able to pay but are facing cash flow
11 problems.
Conduct a study to establish the factors
impeding the provision of internal 2 10,000.00 30 600,000.00
12 university scholarships and fellowships.
14 Establish internal financial aid schemes 2 10,000.00 60 1,200,000.00
Review the current admission,
orientation and registration processes 3 10,000.00 60 1,800,000.00
16 for all universities
Develop guidelines for mainstreaming
3 12,000.00 30 1,080,000.00
17 guidance and counseling services.
Duration
S/No. Project Details No. Required Unit Price Total Cost(Ks
(Days)
Develop and establish as appropriate an
MIS for students that enhances effective
2 10,000.00 60 1,200,000.00
communication throughout the
19 university
Study and review existing policy
guidelines governing student and staff
3 10,000.00 60 1,800,000.00
conduct and develop remedial measures
20 as appropriate.
Study the current admission and
orientation process with a view to
3 10,000.00 60 1,800,000.00
incorporating and integrating
21 departmental inputs.
Review the current university calendars
with a view to digitalizing and availing 3 12,000.00 30 1,080,000.00
22 them on-line on time.
Recruit and train qualified
administrative to manage teaching and 3 12,000.00 40 1,440,000.00
24 learning programs.
Develop appropriate software for
3 12,000.00 40 1,440,000.00
25 timetabling.
Assess registration procedures for
postgraduate students and factors
3 12,000.00 30 1,080,000.00
hindering their course programmes
26 completion in specified time
Implement assessment report by
establishing appropriate and efficient
registration procedures and student 2 10,000.00 30 600,000.00
supervision system
27
307
Duration
S/No. Project Details No. Required Unit Price Total Cost(Ks
(Days)
Review the current accommodation
construction and rehabilitation policy
and develop new guidelines;
rehabilitate, remodel existing premises;
3 10,000.00 60 1,800,000.00
and promote private sector participation
in construction of student
accommodation, catering leisure, sports
29 and recreational facilities
Undertake needs assessment of available
3 12,000.00 30 1,080,000.00
30 teaching and learning facilities.
Identify and rationalize the staffing
2 10,000.00 30 600,000.00
31 needs and recruit as appropriate.
Undertake needs assessment survey and
2 10,000.00 60 1,200,000.00
32 procure as necessary
Review existing policies on student
confidentiality and third parties, and 3 10,000.00 60 1,800,000.00
develop new and improved policies.
33
Develop policy on patents, business spin
3 12,000.00 30 1,080,000.00
34 offs and licensees as relates to students.
Review the current policy on student
research and innovation with a view to 3 12,000.00 40 1,440,000.00
35 developing new policy
Needs assessment of facilities such as
special office space, accommodation,
3 12,000.00 30 1,080,000.00
laboratory and lecture rooms, library,
36 recreation and ICT facilities.
Review the existing university statutes
governing students health, conduct and 2 10,000.00 30 600,000.00
37 safety
Duration
S/No. Project Details No. Required Unit Price Total Cost(Ks
(Days)
Sub Total 43,920,000.00
Staff Welfare
Identify weaknesses in the existing
terms and conditions of service; assess
the current staff workload and develop
guidelines on staff student ratios 3 12,000.00 50 1,800,000.00
1
Harmonize and rationalize the terms
and conditions of service to make them
2 12,000.00 60 1,440,000.00
comprehensive and competitive in local
2 and international environment.
Assessment of impediments to
university autonomy and management
by existing legal frameworks i.e. State 3 12,000.00 30 1,080,000.00
corporations Act and University and
3 Universities Acts
308
Identify HR needs: needs analysis,
design and or source HR training 2 10,000.00 30 600,000.00
4 programs.
Assess the needs of facilities such as
special office space, accommodation,
2 10,000.00 60 1,200,000.00
laboratory and lecture rooms, library,
5 recreation and ICT facilities.
Assess the needs of infrastructure
requiring rehabilitation and
maintenance; development of 3 10,000.00 60 1,800,000.00
maintenance regime
6
Duration
S/No. Project Details No. Required Unit Price Total Cost(Ks
(Days)
Review of existing policies on
confidentiality and third parties; 3 12,000.00 40 1,440,000.00
8 develop new and improved policies.
Take audit of university activities with a
3 12,000.00 40 1,440,000.00
9 view to out-sourcing non-core activities.
Develop guidelines on how staff could
be involved in other activities without 3 12,000.00 30 1,080,000.00
10 compromising output in core activities.
Develop policy on patents, business spin
2 10,000.00 30 600,000.00
11 offs and licensees.
Initiate studies that would create
2 10,000.00 60 1,200,000.00
12 awareness and legally safeguard IPR
Develop mechanisms that enable
universities to communicate and 3 10,000.00 60 1,800,000.00
13 publicize findings of studies on IPR.
Identify and evaluate existing conditions
of research and innovation; develop
3 12,000.00 30 1,080,000.00
guidelines for improved research and
14 innovation output
Review the existing labour laws and
regulations governing occupational
10 10,000.00 90 9,000,000.00
safety to reflect current economic and
15 social realities, i.e. insurance schemes
Sub Total 114,480,000.00
TOTAL 158,400,000.00
309
Annex VI: Cost for Improvement of Science, Technology and Innovation
Kenya produces few goods and services based on Kenyan scientific and technological discoveries and innovations. In order
economy it is necessary to strengthen and improve science technology and innovation systems in the country.
The following projects are necessary to give guidelines on how best to do this:
310
Develop projects for Official Development Assistance
18 (ODA) negotiations 4 10,000.00 120 4,80
311
Establish National system for recognition and award to
33 4 10,000.00 120 4,80
encourage ScTI
Identify local innovations and recommend appropriate
34 support required. 2 12,000.00 60 1,44
312
Total 120,
313
Annex VII: Cost for Improvement of ICT in University Education
The advancement and integration of Information and Communication Technologies (ICT) at the universities is critic
centers of excellence. Integration of ICT in teaching, learning, research, governance and management of univer
priority. Effective achievement of this will require investment in modern, efficient appropriately and adequate ICT
and institutional level.
No. Duration
/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
1 Develop an ICT policy template 2 10,000.00 40 800,000.00
Communicate an ICT policy
2 4 10,000.00 90 3,600,000.00
template to all universities
3 Develop and implement ICT policy 3 12,000.00 60 2,160,000.00
Undertake a detailed e-readiness
4 assessment of universities and 4 15,000.00 90 5,400,000.00
develop ICT ranking of universities
Publicize the e-readiness survey
5 results and application in 4 10,000.00 120 4,800,000.00
institutional ICT strategic planning
Undertake annual ICT self-
evaluation surveys in all
6 2 12,000.00 60 1,440,000.00
universities using the e-readiness
methodology
Develop/review ICT strategic plan
7 of universities using a participatory 3 12,000.00 40 1,440,000.00
process for all stakeholders
No. Duration
S/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
Implement ICT strategies starting
8 with pilot and demonstration 2 12,000.00 50 1,200,000.00
programs in new areas
Revise curriculum to integrate ICT
9 in all academic programs of the 4 12,000.00 60 2,880,000.00
universities
Implement integration of ICT in
10 academic programs 4 10,000.00 120 4,800,000.00
314
Recruit skilled ICT technical and
15 administrative staff 4 12,000.00 60 2,880,000.00
No. Duration
S/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
Develop and implement Internship
18 2 12,000.00 60 1,440,000.00
guidelines
Establish a strong and structured
Internship program for ICT staff
19 4 10,000.00 120 4,800,000.00
and university students using
Internships guidelines
Develop and implement best
practice guidelines for ICT
20 2 10,000.00 60 1,200,000.00
management and operations
315
No. Duration
S/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
Develop or setup the networked
28 applications to support learning, 2 10,000.00 30 600,000.00
teaching and management
Develop and market
Interconnection infrastructure
29 3 10,000.00 60 1,800,000.00
collaborative proposals for funding
by development partners.
Bid for Universal access
(UA)/Universal service (US) funds
to extend reach of broadband
30 4 10,000.00 60 2,400,000.00
educational network in
collaboration with network
operators or KENET.
Negotiate in collaboration with the
31 NREN and implement partnership 2 10,000.00 60 1,200,000.00
agreements with licensed operators
Negotiate and develop Internet
32 bandwidth agreements that reduce 3 10,000.00 30 900,000.00
overall cost of Internet bandwidth
Develop international Internet
33 bandwidth grant proposals for 3 10,000.00 45 1,350,000.00
support by development partners
Collaborate with NREN and
operators to negotiate reduced cost
34 2 10,000.00 30 600,000.00
of undersea optical fiber-based
Internet bandwidth
Develop service level agreements
35 3 10,000.00 60 1,800,000.00
with network operators and NREN
No. Duration
S/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
Organize workshops and training
programs for faculty and
36 instructional designers on content 4 10,000.00 60 2,400,000.00
development process and tools
Write content development grant
proposals to create research
37 4 10,000.00 40 1,600,000.00
databases and other relevant
educational databases.
38 Create thesis abstracts database 4 10,000.00 60 2,400,000.00
Develop national faculty and
39 3 10,000.00 45 1,350,000.00
research database
Develop and update institutional e-
40 2 12,000.00 30 720,000.00
learning course content.
Write grant proposals for open
content development for life-long
41 2 10,000.00 30 600,000.00
learning and faculty development
courses
42 Conduct research on Open and 4 10,000.00 60 2,400,000.00
Distance Learning models and
316
evaluate existing models
No. Duration
S/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
Develop partnerships and
collaborations with members of
47 2 12,000.00 80 1,920,000.00
other NRENs and universities
outside Kenya
Bid for and undertake joint
48 consultancy projects 4 12,000.00 60 2,880,000.00
No. Duration
S/No. Project Details Unit Price Total Cost(Kshs.)
Required (Days)
Strengthen and/or introduce high-
quality ICT undergraduate and
graduate degree programs (e.g.,
55 3 10,000.00 30 900,000.00
electrical engineering and
computing) in Kenyan universities (
check with ScTI)
317
Develop/design funding
56 mechanisms for research in ICT for 3 20,000.00 45 2,700,000.00
development areas
Total
3,318,190,000.00
318
Annex VIII: Cost for Improvement of University Linkages and Partnerships
The university system has a weak and unstructured link with external partners. At present there is limited coheren
universities and research institutes, government, private sector and other universities. The state of affairs as exist
innovation, hampers use of science and technology and the general socio-economic improvement. The national
development proposed necessary studies which will help improve the understanding of prevailing factors, giv
linkages and partnerships between the universities, private sectors and government.
319
program
Develop a short-term industry sabbatical programs for
16 faculty 3 10,000.00 45 1,350
320
No. Duration Tota
S/No. Project Details Unit Price
Required (Days) Cost
Assess current status of linkages and partnerships
17 4 10,000.00 40 1,600
between universities nationally and internationally.
Develop guidelines to promote university-university
18 3 10,000.00 30 900,0
linkages and partnerships.
19 Assess the total research capacity of Kenyan universities 3 10,000.00 40 1,200
Initiate and fund pilot and demonstration projects for
20 3 10,000.00 30 900,0
creating research databases and materials
Assess the potential that exist for joint research and
21 staff/ student exchange between universities and 3 10,000.00 60 1,800
research institutes
22 Establish collaborative research and training 2 12,000.00 40 960,0
Evaluate how Kenyan universities can participate more
24 4 10,000.00 50 2,000
effectively in international research programmes
Establish participation in international research
25 4 10,000.00 30 1,200
activities
Curriculum review for all degree programs to include
26 3 10,000.00 40 1,200
community service component
Assess and identify areas of research and innovation
27 4 10,000.00 45 1,800
that would directly address community needs
Assess level of participation of university students in co-
28 3 10,000.00 30 900,0
curricula activities and clubs
Develop co-curricula guidelines that promote local
29 2 10,000.00 60 1,200
community service
Provide facilities and support for community-based co-
30 curricular activities 2 12,000.00 40 960,0
TOTAL 12,92
321
Annex IX: Cost of Improvement of University Governance and Management
Governance and Management is critical for university reform and quality education provision. To car
consultancies will need to be undertaken to guide the process.
No.
S/No. Project Details Unit Price Duration (Days) Total C
Required
To review and amend Universities Acts and
1 10 12,000.00 90 10,800,0
Statutes by respective institutions
2 To review and amend Universities Act of 1985 10 10,000.00 90 9,000,00
Assess the need for and articulate the functions
3 of the Congregation/ Court ; 3 12,000.00 30 1,080,00
322
ANNEX X: Members of the Taskforce and the Secretariat
Prof. Shem O. Wandiga -Chairman - UoN
Prof. Meoli Kashorda -Vice-Chairman Strathmore University
Prof. Olive M. Mugenda -Vice-Chairman VC, KU
Prof. Kabiru Kinyanjui -Member - Private Sector
Prof. Raphael Munavu -Member - UoN
Prof. Watson Omulokoli -Member - KU
Rev. Prof. Lawrence Njoroge -Member - JKUAT
Dr. Kevit Desai -Member - KEPSA
Dr. Margaret Muthwii -Member -Private Sector
Mrs. Magdalen A. Okoth -Joint-Secretary DHE, MoE
Mrs. Bernadette Masinde -Joint-Secretary - HELB
Mrs. Elizabeth Wafula -Joint-Secretary - CHE
Dr. Evangeline Njoka -Joint Secretary -DHE, MHEST
TECHNICAL TEAM
Ms. Fenny W. S. Mwakisha - Coordinator -DHE, MHEST
Mr. Boniface Wanyama - Rapporteur KNATCOM, MoE
Mr. David Masafu - Rapporteur - DHE, MoE
Mr. Gilbert Kyatha - Economist - CPMU, MoE
Ms. Caroline Oyugi -Research Assistant - UoN
SUPPORT STAFF
Mrs. Annah Nunda - Secretary - MHEST
Mrs. Pamela Shitandi - Secretary - MHEST
Mrs. Emily Ngeny - Secretary - MoE
Mrs. Grace N. Mbaabu - Secretary - MHEST
Ms. Esther Muthoni - Office Assistant - MHEST
Mr. John Gichamba - Driver - MoE
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ANNEX XI: NAMES OF STAKEHOLDERS CONSULTED IN KENYA
Auther A. Rateng - MoST
Abdulkadir Hashim - SUPKEM
Alice Gichu - MOE
Anne A. Jaseme - UON
B. Kipsang - HELB
Betty Kimani - KPSA
Bjorn K. Meru - NCST
Butichi R. Khamisi - JKUAT
C. T.Akumu Owuor - MPUC
Caroline Yego - KIE
Carolyne Okul - KEBS
Charles Mugambi - KIE
Charles Munoka - UON
Churchill Saoke - JKUAT
Collins Wekesa - Egerton University
Damaris Kimilu - KAM
Dr. Alex N. Kariuki - KNUT
Dr. Arbogast K. Akidiva - KACC
Dr. Daniel Tuitoek - DVC Kabarak University
Dr. David M. Mulati - JKUAT
Dr. Eddah Gachukia - Riara Schools
Dr. F. Oloo - Strathmore University
Dr. Fatuma Chege - Kenyatta University
Dr. Geoffrey Muluvi - Dean - KU
Dr. Geoffrey Muluvi - Dean - KU
Dr. J. Kamunge - Chairman Education Legal Review Taskforce
Dr. Jane Onsongo - Catholic University
Dr. Juliana Ogolla - Principal - KMTC
Dr. Karim Omido - Kiriri Womens University
Dr. Kubasu S.S. - UASU
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Dr. Mark Pitts - ANU
Dr. Peter Lewa - USIU
Dr. Philip Kitui - Daystar University
Dr. Raphael Kiugu - ANU
Dr. Rotich M. K. - Egerton University
Dr. Samson Wanjala - MPEDB
Ekwani Nabus - Moi University
Elkanah K. Lagatt - KISE
Emily Munati - KIE
Erick Chepkonga - Egerton
Esther Kamweru - Executive Director - Media Council
Esther Kamweru - Executive Director - Media Council
Evans Mulenzi - Manager - ICPAK
Evans Nyabuto - KIE
Evanson Njenga - JICA
Francis Imbo - Kisumu Polytechnic
G. G. Kariuki - UON
G. Muthwale - Kenya Polytechnic
Gabriel Okumu - Maseno
Gerald Attem - CUEA
Grace W. Ngaca - MOE
Hesbon Kagali - R.T.I
Hillary Lukhafwa - TSC
Isaac Njoroge Ngige - USIU
James Gachigua - UON
Jane Kavonyo - Aga Khan University
Joash Migosi - MoST
John K.Cheotich - Kabarak
John Okoyama - MMUST
Joseph Samoei - CHE
Julius Kaburu - UON
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Juma Maitaria - JKUAT
Justus Keter - Egerton
Justus Kibet - MMUST
Jutta Quade - DAAD
Kenneth Ojwang - UON
Kimani David - JKUAT
Kimani Mwihia - UoN
M. W. Ojiambo - MoE
Margaret Nyambura - KEPSA
Martha Mulwa - KPSA
Mercy Kanyara - JKUAT
Michael Kirumbu - Kiriri Womens University
Mr. B. C. Cheboi - Chief Executive Officer HELB
Mr. David K. Siele - Director for Higher Education
Mr. David Njuguna - KIPI
Mr. Gitonga K. Angelo - DAE
Mr. J. Gacivih - Legal Officer MoE
Mr. Johnson M. Mariu - Member of CDF - Embakasi
Mr. Maina Macharia - DES Office Nairobi
Mr. Maingi Inoti - DES Office Nairobi
Mr. Ondera Jared - Deputy Principal - KSTC
Mr. Paul Rotich - MMUST
Mr. Raphael Matheka - PDES Office Nairobi
Mrs. A. K. Sila - Ag. Senior Deputy Director of Education
Navi B. Shah - KEPSA
Nthurima Moses - KUPPET
Orwa J. O. - UON
P Chelule - Kenya Polytechnic
P. K. Wainaina - UON
Philip Okune - Maseno
Prof. A. A. Brown - USIU
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Prof. A. M. Simiyu - MMUST
Prof. B.C.C. Wangila - MMUST
Prof. C. K. Njoroge - JKUAT
Prof. D. Nassiumo - Kabarak University
Prof. David K. Serem - Moi University
Prof. E. M. Standa - CHE
Prof. Esther Kahangi - JKUAT
Prof. F.W.O. Aduol - UON
Prof. Francis Njeran - JKUAT
Prof. Fredrick N. Onyango - Vice Chancellor Maseno University
Prof. Fredrick N. Onyango - ViceChancellor Maseno University
Prof. George K. Kingoriah - NCST
Prof. Henry W. Mutoro - UON
Prof. J. Kitonyi - Principal - UON
Prof. J. Kitonyi - Principal - UoN
Prof. J. T. Kameny - UON
Prof. James K. Tuitoek - Vice Chancellor Egerton University
Prof. James K. Tuitoek - ViceChancellor Egerton University
Prof. James Kahindi - USIU
Prof. K. Wambari - Kenyatta University
Prof. L. King - Aga Khan
Prof. L. O. Okodi - UON
Prof. Leah Marangu - ANU
Prof. M. Mweseli - Kiriri Womens University
Prof. N. G. Wanjohi - JKUAT
Prof. Patrick A. Kafa - Moi University
Prof. Paul A. Ogula - CUEA
Prof. Philip Owino - Kenyatta University
Prof. Richard Muga - GLUK
Prof. Wabuke Bibi - Dean - Kenya Methodist
Prof. Wabuke Bibi - Dean - Kenya Methodist
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Rev. Kawasonga - Dean Faculty - CUEA
Rev. Kawasonga - Dean Faculty - CUEA
S. G. Njuguna - JKUAT
S. N. Kibuthu - JKUAT
Samuel Otundu - KIPPRO
Sheikh Johnphase - Mombasa Polytechnic
Shobhana Sasale - World Bank
Sr. Banda - Proxy Edu. Secretary - KCS
Stephen Tei - MoST
Syvance A. Sange - KIPI
Wilkister Moturi - Egerton University
William Ley - KEPSA
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