Abstract
The purpose of this paper was to examine the development of pharmacy education in Kenya since independence. Websites of the Pharmacy and Poison Board of Kenya and the Commission for University Education as well as those of the universities offering pharmacy education were used to obtain information such as the framework for establishment of programmes in higher institutions, curriculum, regulation of pharmacy practice among others. From a single institution in the 1970s, six universities that are evenly divided between government and private ownerships now offer Bachelor of Pharmacy programs in Kenya. Irrespective of the ownership the requirement for the establishment of programs in Kenya universities is centrally formulated and established. Pharmacy education is regulated by both the Commission for University Education and Pharmacy and Poisons Board. Adequate and well trained, motivated and productive workforce is required for effective teaching and learning and thus the key elements for local and international competence of the graduates. The proliferation of pharmacy education institutions requires a greater and continuous collaboration amongst the regulators and the stakeholders to ensure that pharmacy graduates from these newly established schools are adequately trained and equipped to meet the ever changing healthcare needs of the populace. Key words: University, pharmacy education, healthcare, competence, human resource, Kenya.
Highlights
Pharmacy education leading to the award of Bachelor of Pharmacy degree in Kenya started in 1974 at University of Nairobi when the Department of Pharmacy was created in the Faculty of Medicine
University of Nairobi remained the only institution for Pharmacy education leading to the award of Bachelor of Pharmacy in the country until recently
The quality of pharmaceutical services that Kenyans and international community will get from holders of Bachelor of Pharmacy degree trained in Kenya depend on the quality of teaching and learning in these institutions that prepare the students for the drug related diverse needs of patients
Summary
The Department consisted of four sections: Pharmacognosy, Pharmacology, Chemistry, Pharmaceutics and Pharmacy practice, Pharmacology and Pharmacognosy; and it has remained so till date (www.uonbi.ac.ke) This pioneer university developed manpower for the government and private health institutions and it was the sole source of indigenously trained manpower until recently. The 8-4-4 education system replaced the 7-4-2-3 in January, 1985 in response to the changing needs of individual Kenyans and those of the labor market (Gachathi, 1976; GOK, 1988; Muricho and Chang’ach, 2013) This is the current structure, and is similar to the U.S education system (www.studyusa.com). The design of an academic program in Kenya universities follows the Commission’s standards (www.cue.or.ke) to ensure that it: 1) Is relevant and contextualized; 2) Contributes to the overall national human resource development and requirements and higher education reforms; 3) Is broad-based, diversified and integrated; and 4) Is as much as possible practical-orientation. Pharmacy education in Kenya universities is based on the general philosophy of education for development and intended to
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