Abstract
University land use development is dictated by policy frameworks adopted at micro and macro management levels. Decentralisation of Public universities is driving urbanisation and ecological transformations. Currently there are no studies done on the role of development planning policies on universities land use and resource utilisation in Kenya. To bridge this gap, the study sought to comparatively analyse implications of Land Use and Land Cover (LULC) changes within Chuka and Karatina Universities Main campuses. Land use and cover change was taken as a proxy to understand land use developments across the two sampled campuses. To address this objective, the study used Geographic Information Systems (GIS) and remote sensing to analyse the dynamic interactions of the historical and present land uses between 2003 and 2015. Findings from the two case studies concluded that land use management is a product of university management council’s decisions and the national land policy framework provisions. The different administrative and development policies between the two university managements contributed to the varied land use patterns and management typologies. There is a need to develop a University Land Use Spatial Data Base (ULUSDB) to inform planning and development of land and related resources.
Highlights
The education sector in Kenya spends an equivalence of 7 percent of the country’s Gross Domestic Products (GDP) translating into one of the highest expenditure levels for education GDP in Africa [1]
The objectives of the study were: (1) Identify the nature of Land Use and Land Cover changes that occurred around Chuka and Karatina main campuses between 2003 and 2015, (2) Evaluate Land Use and Land Cover change dynamics and associated causes across the reviewed policy regimes
In Kenya, university land development and use is influenced by policies closely tied to the university’s mission and vision
Summary
The education sector in Kenya spends an equivalence of 7 percent of the country’s Gross Domestic Products (GDP) translating into one of the highest expenditure levels for education GDP in Africa [1]. Despite these Government efforts, challenges relating to access and equity are truths worth attention especially in the realization of university education as social pillar in Kenya’s vision 2030. Development comprises of physical entities encompassing real property, land, support infrastructure and physical facilities [3, 4] These physical entities which have a spatial footprint are in form of new or converted buildings and land resources. In line with decentralizing higher education to regions lagging behind in enrollment, the Government has strived to establish a public university in all of the 47 counties
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