Education In Kenya Research Articles

Towards Learning Excellence in Universities: A Critical Review of Information and Communication Technology Policies in Education in Kenya

The current reality is that technological advancement has shaped how learning is being conducted in education. Communication technology has been embraced in education by both educators and learners. However, the embracement has been slow, and this was experienced during the Coronavirus (Covid-19) pandemic, when teaching and learning had to shift and relied heavily on communication technology, but in actuality educational institutions were not ready. The virus continues to linger on and has served as a wake-up call for the education sector. This therefore makes Information and Communication Technology (ICT) an essential component in education today, not only to be implemented during crises, but also due to technological advancement and stakeholders’ needs in the current times. Governments have made efforts to integrate ICT in education, as is the case in Kenya. This paper reviews the National ICT policy in Kenya since its formulation in 2006 and its revision in 2019. These two policies were national, and education was integrated into the policies. However, in 2021, an additional policy on ICT in education and training was formulated and will also be analysed in this study. The paper analyses the strategies and implementation in higher learning institutions and outlines the barriers and challenges experienced in its implementation. Accessibility and equity have been pinpointed as some of the major factors influencing ICT integration. As higher learning institutions focus on blended or hybrid learning, ICT becomes a fundamental tool to facilitate education. The paper makes recommendations based on the policy inadequacies and how to focus on ICT in education for future meaningful impact.

Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

While considerable attention has been devoted to exploring the potential of higher education in driving economic development, comparatively less focus has been directed towards its role in nurturing social imperatives associated with education. In the same vein, the economic benefits of a university degree in Kenya have been emphasised, while the social relevance of serving society has not received enough attention. In order to strengthen the social and economic paradigms of higher education in Kenya, the article examine the unique contribution of Nyerere's philosophy of education for self-reliance in the realm of African educational philosophies. The purpose of this study was to analyse what educational implications Kenyan universities can adopt from Nyerere's education for self-reliance philosophy using a literature-based research approach. The methodology of the study used was a multifaceted technique that comprised a literature review, conceptual analysis, a comprehensive content analysis and triangulation for evaluating relevant books, research studies, scholarly works and official papers about the socio-economic role of university education and Nyerere's philosophy of education. The study's findings indicated that the Nyerere educational philosophy, which is characterized by its invaluable lessons on the roles of the teacher, curriculum development, and the purpose of university education, may have beneficial implications on Kenyan university education. The socio-economic dimensions of university education emphasize enhancing society through problem-solving, community engagement, and career-oriented learning. The study also underscored the vital need for training for jobs in both white-collar and blue-collar fields by universities, the incorporation of problem-solving skills relevant to the 21st century, on-going professional development, and benchmarking. These recommendations could be the cornerstone of socio-economic education reforms at Kenyan universities, which could prepare its youth for the dynamic opportunities of the twenty-first century, positioning Kenya as a forerunner in the global advancement of socio-economic dimension of university education.

Innovative pedagogy of competence based training in horticulture: case stuy of TVET Education in Kenya

Horticulture is the fastest growing sub-sector in Kenya. It contributes the most towards the envisioned poverty reduction, and overall food security. It is generally a labour-intensive industry with high demand of skilled workers, trained supervisors and professional managers. Most Agricultural Technical and Vocational Education Training colleges (ATVETs) have a very general focus and there is lack of specialized and competent workforce in horticulture. The training is classroom and institutional centred with limited access to necessary resources and facilities, and limited interactions with industry and world of work. In this project, a consortium of partners worked with selected ATVETs to close the skills gaps using a non-traditional pedagogy of competency based training in horticulture. This was by strengthening the capacity of the ATVETs through a strong collaboration and linkages between the education institutions and the private sector to enable practical learning and innovation in the horticulture sector. The project integrated the curriculum for horticulture, water and climate to suit the needs of the students and the labour market, and tailored it to the local context. Each of the participating colleges invested in hands-on training through dedicated agricultural innovation hubs and creating strong links with the local stakeholders. To compliment curricula developed by the Curriculum Development Assessment and Certificate Council (CDACC), training manuals were developed for selected courses. In addition tutors were trained to enhance their capacity in design, delivery and evaluation of competence based education. Problem based learning in the Kenyan context as well as joint learning sessions between Kenyan and Dutch students were the other non-traditional pedagogy methodologies that were explored. The project increased interactions between the ATVET, industry and partners in horticulture within Kenya and in the Netherlands. The ATVETs created more local partnerships relevant to their training and practical work. The students were the primary beneficiaries through enhanced quality teaching. These benefits have been cascaded to the surrounding communities and the impact is expected to be sustainable.

Role of Employee Commitment in Total Quality Management on Performance of Institutions of Higher Learning in Kenya

Employee commitment is one of the common thematic areas for TQM in the service sector. It is crucial in fostering a sense of purpose, dedication, and alignment with the organization's mission and values. Since organization performance is linked to product quality and depends on its employees' dedication, organizations seeking competitive advantages through TQM must critically examine the levels of employee commitment. The universities in sub-Sahara Africa face elevated environmental dynamism in providing quality education. Due to conceptual gaps in the studies on employee commitment to university education in Kenya, the study evaluated the influence of employee commitment on the performance goals of private universities in Kenya. The study targeted seventeen (17) privately chartered universities founded by religious-based institutions in Kenya and utilized descriptive research design. The study censused 17 heads of administrative sections, functional departments and academic sections and used questionnaires as the primary data collection tool. Cronbach's Alpha reliability testing indicated that the instrument achieved scale reliability. The study used both descriptive and inferential analysis, and the results indicated that performance goals positively correlated with employee commitment (r = 0.670, p < 0.05) and explained 45.82 % variance in performance goals with an effect size; β1 = 0.67697 (t = 12.97, p< 0.05). The findings showed that employee commitment significantly influences the performance goals of these universities. The study recommends that these universities should seek to train, develop and align their human capital towards higher quality objectives from individual, departmental and organizational levels. This study is significant to the stakeholders in privately – chartered universities in Kenya and related contexts, as it will offer more enriching information on employee commitment to quality

Advancing AI education: Assessing Kenyan in-service teachers' preparedness for integrating artificial intelligence in competence-based curriculum

With the advancement of technology, emerging technologies like Artificial Intelligence (AI) have also been growing rapidly and becoming more common than ever before. Kenya has taken tremendous steps in adopting the use of emerging technology in different sectors of the economy. In realization of the need to have a skilled digital workforce to develop solutions using these emerging technologies, Kenya has undertaken curriculum reforms and introduced the Competency-Based Curriculum (CBC) which has included digital literacy and coding in elementary school. Furthermore, computer science has been introduced in Junior Secondary School. In view of these changes, teachers should be adequately prepared with knowledge, skills, and attitudes to effectively teach these new technologies. However, in Kenya, AI was not and still is not part of the teacher training curriculum. Additionally, there are inadequate professional development opportunities in AI for both pre-service and in-service teachers since AI is not part of the CBC curriculum. That notwithstanding, it is inevitable for teachers in the current world to introduce AI to learners. Therefore, this study's objectives were to assess the confidence in AI, attitudes toward AI, AI ethics, subjective norms, perceived threats, and the readiness to teach AI among Kenyan K-12 in-service teachers and to assess how these factors influence their readiness to teach AI. To achieve these objectives, this study employed a quantitative research methodology by administering a survey using Google Forms to a random sample of 308 teachers from different grades from 37 out of 47 counties in Kenya. The findings showed that confidence in AI, AI ethics and subjective norms significantly influenced AI readiness while attitude towards AI and perceived threats did not significantly influence AI readiness. These results are significant in providing a basis for education policy change on AI education in Kenya, such as transforming the teacher training curriculum to include AI and designing AI professional development programs for in-service teachers to ensure they are well-equipped to teach AI.

Cross-curriculum Teaching and Learning in the Secondary School: Geography, History, Religious Education and Mathematics in Kenya’s Competency Based Curriculum

Inadequate learners’ engagement in Geography, History, Religious Education, and Mathematics (GHREM) can lead to a lack of knowledge and appreciation for the importance of these learning areas in various careers. This has the potential to have far-reaching implications for a country’s need for well-educated graduates in Geography, History, Religious Education, and Mathematics to ensure socioeconomic, cultural, and political development. The implication is that there will be a lack of personnel to take up a career in these learning areas in the future. This study looked into the importance of GHREM in the National Curriculum as well as their relationship. The study relied on library research and a qualitative research design to examine published articles related to the research objectives from 1945 to 2023. From the over 100 articles accessed, this investigation purposefully sampled 25 published articles. Content analysis was used to validate the articles. Data was collected through documentation and analyzed through content analysis. The analysis of 25 related articles revealed that the GHREM learning areas are interconnected and interdependent. Geography teaches learners about their surroundings and helps them understand them. History helps learners understand the evolution of various human endeavors. Religious education helps learners understand various religions and their practices while also promoting tolerance and respect for diversity, as well as ethical and moral behavior. Mathematics introduces learners to concepts such as numbers, algebra, geometry, and statistics, while also encouraging abstract thinking and problem-solving abilities. These learning areas are related because they are all required for learners to understand and interpret their surroundings, as well as to succeed in a variety of careers. Overall, each learning area helps to develop a well-rounded education that prepares learners for careers and beyond. According to the study’s findings, these learning areas should be integrated across the curriculum.

Coverage of English syllabus in secondary schools in Kenya: A comparative study in Nairobi City County, Kenya

Education delivers large, consistent returns in terms of income, and is the most important factor to ensure equality of opportunities. Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. Worldwide, the Sustainable Development Goals (SDGs), in particular SDG4 calls for access to quality education and lifelong learning opportunities for all by 2030. A Syllabus is an important tool in a bid to acquire quality education. Firstly, it delineates the responsibilities of students and the instructors. It offers information about what should be discussed, what students are supposed to do, and how these results are evaluated. In the Kenyan Education system, all the learning processes depends crucially upon the mastery of the fundamental skills of English Language, which is vital not only for educational purpose but also for economic competitiveness. The government of Kenya has come up with policies that ensure that at the end of secondary school, students are able to communicate competitively using the English language. However, there has been a worrying concern from both employers and educationists that the employees and graduates, respectively, have poor English language skills. The aim of this study was to establish the existing gaps between stated government policies on the syllabus coverage in teaching of English in secondary schools in Kenya on one hand and on the other the actual school practices during the implementation of these policies. This study was based on structural functionalism theory by Durkheim. It adopted descriptive research design which was carried out in public secondary schools in Nairobi County. The study had a target population of 480 from 60 Schools which included: the heads of English department and teachers of English. The study employed purposive sampling where the schools’ Heads of English Department (HODs) and teachers of English were purposively sampled into 62 respondents composed of 8 HODs and 56 teachers. Questionnaires and observation checklists were used to collect data. The qualitative data was grouped into different categories depending on the responses given by the respondents. Those categories helped in establishing themes. Through the use of the statistical package for social sciences (SPSS) program, quantitative data was analyzed using descriptive statistics percentages, frequencies, and tables where appropriate. The Key finding in this study was that all the government policies on coverage of syllabus during teaching of English were not being fully implemented as required. The study recommended that teachers of English access regular professional development programs to enhance their teaching and acquire skills to enable them overcome some of the challenges they were facing during the coverage of the English syllabus during teaching; The Kenya National Examination council (KNEC) is to come up with an oral exam and a listening exam to help students achieve communication competence in English.

Peace Education Programme in Kenya and UNICEF’s Reinforcement

As a region prone to conflict, an Introduction to peace is mainly essential for Kenya. The government projects that education can build a peaceful Kenya. As a result, the government is allocating an amount of budget to improve education in Kenya especially in eradicating violence and maintaining peace – especially, post-election violence and sexual abuse. The government has also adopted a UNICEF program, the Peace Education Program (PEP). The government's ambition is limited to designing a system that is only effective in some areas. Therefore, UNICEF complements the government’s effort to carry out policies of a peaceful education system and conduct action research. The efforts coming from the cooperation between UNICEF and the Kenyan government will also be adjusted to the Neoliberal institutionalism theory. This theory is essential to adjust the role of UNICEF in empowering and assisting the Kenyan government while Kenya still upholds its own interests. This paper will mainly focus on the research of the Peace Education Program in Kenya and how UNICEF assist and support its implementation. Keywords: Peace Education Program (PEP);Kenya; Children; UNICEF

Unravelling gender and ethnic bias in higher education: students’ experiences in access to ocean science education and career opportunities in Kenya

Unravelling gender and ethnic bias in higher education: students’ experiences in access to ocean science education and career opportunities in Kenya

Neoliberalism and the barriers in inclusive education

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers’ responsibilities to teach students with disabilities. Schools are ranked based on students’ performance in national examinations and schools sometimes use unscrupulous methods to achieve good results. In a culture that ranks schools based on test results, the schools themselves find it hard to embrace the idea of inclusion and some will use a variety of means to exclude students with disabilities to maintain their high rating. In this article we explore how some key tenets of neoliberalism in inclusive education, such as testing mechanisms to leverage accountability and improvement, inter-school competition, marketisation of education and parental choice, among others, affect the provision of education to students with disabilities in Kenya. We highlight how neoliberalism has affected inclusive education in Kenya and explain how hegemonic neoliberal culture has changed the way schools operate and how teachers teach. We also show how neoliberal culture in schools helps exclude students who are different from the norm.

Poeme Elecroniqe fusion concept of nationalism in “Feel the Sounds of Kenya”

This study sought to find out Poeme Elecroniqe fusion concept of nationalism in "Feel the Sounds of Kenya". Edgar Varese, a French composer, is hailed as the pioneer of electronic music with his signature Poeme Eletronique composition, which was performed in 1958 in Brussels. Attributes of similitude with Edgar Varese's Poeme Electronique style have come to identify certain African contemporary music idioms. Transcending conventional sonic boundaries that have long defined the Kenyan music space, the piece "Feel the Sounds of Kenya” by CeeRoo exemplifies this innovative fusion concept of electronic elements with social-cultural schemas akin to the Kenyan nationhood, a blend of native nuances with technological progress. Using the content analysis method, the researcher analyses Poeme Electronique concepts in ‘Feel the Sounds of Kenya’ with the aim of establishing the intersection between artistry and technology within the broader discourse of nationalism while propagating national consciousness. This is achieved by using Sofia’s model approach to examine CeeRoo’s ‘Feel the Sounds of Kenya’ on both descriptive and conceptual analysis levels. From the analysis, it is clear that CeeRoo’s “Feel the Sounds of Kenya” exemplifies a perfect union of definitive cultural nuances with electronic music in a space that has long been defined by conventional musical schemas. This information provides a model of how music composers, listeners and performers in Kenya can use normative cultural schemas to augment the conventional musical parlance, grammar and vocabulary. The researcher recommends a contextual-conscious approach for music making, practice and education in Kenya for relevance.

Transmission, transactional and reflection model: An approach to implementation of citizenship education in Kenya

ABSTRACT Citizenship and Citizenship Education are at the centre of curriculum reform in Kenya. Weak implementation processes have previously watered down similar novel curricular reforms due to a need for an elaborate curriculum implementation model. This article reviews existing Citizenship Education models to develop an effective curriculum implementation model. As a result, the paper formulates the ‘Transmission, Transactional and Reflection’ Citizenship Education curriculum instructional model. Unlike existing models that view the three phases as distinctive independent categories, the current model conceptualises it as a continuous process. The model further specifies the resultant transformation and change to include Disciplined, Participatory and Critical Citizenship. The model is similar to the vision of the basic education curriculum framework, which aims to enable every Kenyan to become an Empowered, Engaged and Ethical citizen. If adopted, this model will improve the implementation of Citizenship Education, instilling requisite citizenship values for effective citizenry.

Consequences of Artificial Intelligence on Teaching and Learning in Higher Education in Kenya: Literature Review

This article investigates the global impact of Artificial Intelligence (AI) on higher education, focusing on Kenya. Examining published studies, the prevalence of AI in higher education was found to be highest in Asia (41%), compared to 1% in South America and 2% in Africa. A 2023 global student survey revealed that Generative AI was most popular in Kenya, with a usage rate of 63%. Moreover, a study among students aware of AI content detectors in their institutions indicated a significant reduction in the use of AI-generated content, affirming the deterrent effect of such detectors. The future of higher education is poised for a revolution with AI, particularly in individualized learning. Algorithms will assess academic scores, passions, and preferred learning strategies to tailor personalized education paths, adapting and evolving with the learner. AI technologies have enhanced inclusivity in education, benefiting learners with various impairments. Despite the transformative potential, challenges emerge, including the potential impact on careers requiring specific skills and ethical concerns. The absence of protocols and policies addressing ethical matters in AI learning, such as information accuracy, control, and learner privacy, underscores the need for ethical frameworks. Notably, the article underlines that AI cannot replace human teachers, who bring unique qualities like critical thinking, creativity, and emotional understanding to the educational process. The review shows minimal studies have been conducted on AI in Kenya’s higher Education. The article recommends that institutions of higher learning should employ AI detectors to mitigate cheating

An investigation on the extent of utilisation of social networking sites in crisis management of public secondary Schools in Nairobi County, Westlands Sub-County

This research study investigated the role of Social Networking Sites (SNS) in communication during crises in public secondary educational institutions within Westlands Sub County – Nairobi County. There has been increased usage of communication tools such as the Social Networking Sites (SNS). SNS are virtual communities where users create profiles to interact with people on shared interests. Every organisation encounter crises at some point, and public schools are no exception. SNS has been used to either propagate or crisis. The research was done using a mixed method, incorporating qualitative and quantitative data. Data was collected from principals, teachers, parents, union and MOE officials within the Nairobi County, Westlands Sub-County using questionnaires and interviews. Data was presented descriptively through percentages, figures and tables. The results showed (78%) of the respondents identified SNS as communication platforms used in crisis management in schools. The results depicted high usage of platforms such as WhatsApp and Facebook. In addition, (71%) of parents preferred venting their grievances on SNSs before addressing them with the school. However, they were reluctant to communicate with the administration on the same platforms. About (15%) of administrators used the SNS platforms for communication during a crisis. The study findings will be useful to managers of public schools and other stakeholder of education in Kenya.

Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya

The effectiveness of inclusive instructional practices is influenced by teachers' attitudes and sense of preparedness. This study investigated educators' attitudes and perceived preparedness for inclusion. Participants were 1052 primary educators from Kenya. Participants completed questionnaires on attitudes about inclusion and preparedness for inclusion. Results indicated that educators held moderately positive attitudes about inclusion and felt somewhat ambivalent regarding their preparedness for inclusive pedagogy. Educators who felt prepared to engage inclusion held more positive attitudes about inclusion. Educators with degrees in special education, who had also taken more courses in special education, held more positive attitudes about inclusion and reported higher perceived preparedness. However, the majority reported limited knowledge about special education and opportunities for collaboration as significant barriers to inclusive practices. These findings suggest that increased educator training for inclusive education is needed and desired by primary school educators in Kenya.

Understanding women’s roles, experiences and barriers to participation in ocean science education in Kenya: recommendations for better gender equality policy

Gender equality is critical to achieving transformative action, policies and change towards sustainable ocean management. However, historically women have been largely excluded from ocean science and management programmes, including education. Recent commitment to promoting gender equality in ocean science, notably in the United Nations Decade of Ocean Science for Sustainable Development, aims to ensure women have equal opportunity to engage in ocean science education, research, management and decision-making. This paper investigates the roles of women in ocean science education, the challenges they face, the root causes of these inequalities, and the existing interventions to advance gender equality in ocean science. Focusing on Kenya as a case study, the paper uses a feminist political ecology lens to explore staff experiences and perceptions of gender (in)equality in public universities. The data gathered through in-depth interviews revealed that women's participation in ocean science were limited by perceptions of their male colleagues who did not believe that women can do certain technical jobs. In addition, career progression of women was found to be slower than men's, women were more likely to be discriminated against during promotions and denied opportunities to develop their careers, faced sexual harassment and bullying, and experienced work-family conflicts. These factors adversely impacted women's participation and career advancement and thus their potential contribution to a sustainable ocean. This research also revealed some good practices that the universities had in place to tackle gender inequalities such as gender equality policies and staff given a specific gender equality role (gender focal points). In conclusion, we stress the importance of having gender-transformative policies, an effective implementation process, having women-specific support structures and having women in leadership positions as crucial for promoting gender equality and ocean sustainability.

Emerging Issues in Curriculum and Instruction during Post COVID-19 Era: Experience from South Eastern Kenya University, Kenya

This paper examined the emerging issues in curriculum and instruction during post–COVID–19 in Higher Education in Kenya. The paper ascertained the influence of post COVID 19 era teacher training in online pedagogy on curriculum and instruction in higher education in Kenya, established the influence of post COVID 19 era paradigm shift from emergency based online content delivery to full time online pedagogy on curriculum and instruction in higher education in Kenya, determined the influence of post COVID 19 era availability of online educational resources on curriculum and instruction in higher education in Kenya and, finally, investigated the influence of post COVID 19 era education policy changes on curriculum and instruction in higher education in Kenya. The study employed the Classical Liberal Theory of Equal Opportunities which was advanced by Sherman and Wood and cited by Njeru and Orodho in 2003. A descriptive survey research design was used in the study. 1 dean, 10 academic staff and 225 students, all from the school of education, South Eastern Kenya University were chosen as the sample size using census sampling, simple random sampling, and purposive sampling procedures respectively. 236 respondents’ responses were gathered using a questionnaire, interview schedule and checklist for the study. The instruments were piloted to test their validity and reliability. Both a quantitative and qualitative analysis of the data were performed. It was hoped that, this study would be important because it would advance our understanding and help to shape future transformative pedagogical approach policies for curriculum and instruction in higher education. The majority of lecturers in higher education, according to the research, are untrained in online content delivery. The primary impediments to a shift to distance online learning during and post COVID-19, according to the findings, are technical resources and unequal access to education. As an alternative method of learning, online learning or e-learning mode, has been widely accepted and is proven to be an opportunity and a challenge as there is still unknown that is not giving the desired output in the teaching and learning process. The study also found that there were no defined educational policies in place to deal with crises like COVID 19, which might have an impact on how higher education institutions engage in the teaching and learning process. The study suggested that higher education institutions should invest in technology-use training so that teachers can better prepare students to use technology, especially in the context of new assessments, higher education institutions should secure more resources from a variety of sources, and universities should study policies to mitigate the effects of a diverse student body.

Exploring the Potential of Open Distance Learning in Teacher Education in Kenya: Opportunities and Challenges

In the Kenya’s vision 2030, education is recognized as a social pillar, it is expected that Kenya will become a middle income country with high quality of life to its people. Education is an important ingredient to a country’s development. The quality of an education system is highly dependent on the quality of its teachers. A country cannot develop beyond the quality of its teachers. The main aim of this paper is to explore the potential of open and distance learning to the development of teacher education in Kenya. The paper traces the historical development of teacher education in Kenya from the second half of the nineteenth century when western education was introduced to Kenya by the Christian missionaries. The history method of research has been used in the study. Data were also collected by means of literature review. The teacher education in Kenya is concerned with the training of early childhood teachers, primary teacher education, diploma teacher education, secondary teacher education and technical teacher education. Most of these teacher education programmes and other post qualification trainings are done through the traditional face to face model. Most of these teacher education programmes are not efficient and cost-effective. Kenya needs a comprehensive search to finding a cost-effective, conducive, efficient and comprehensive way of training teachers. It is our view that a search should include the use of open and distance learning as a viable solution to the training of teachers. Open distance learning should be seen as a complementary to the traditional mode of training teachers in Kenya. This paper holds that for teachers to effectively contribute to Kenya’s vision 2030, the teachers should be given the most appropriate tools during training and during practice-including the content knowledge, skills and attitude so as to make them work as professionals who will bring the desired change. Finally, this research highlights the need of open and distance learning to the development of teacher education in Kenya.

“Useless degrees”, quality assurance, and employable graduates: neoliberal effects on University Education in Kenya

At a time when it is critical to understand humanity and its various forms of socioeconomic and political life, anthropology and other social sciences are being threatened by a neoliberal emphasis on “relevant” courses in universities in Kenya. Universities are suffering from a push for “relevance” at the detriment of their traditional role of being a public good. Using personal experiences, comparative secondary data overview and analysis, I discuss the challenges facing university education in Kenya under neoliberalism. I argue that the erstwhile role of universities serving the public good has been transformed so much that they struggle to be “sustainable” through “income generating activities” and teach “marketable courses” that will guarantee graduates employment upon graduation. This neoliberal approach to university education follows the growth of a capitalist ethic which started with Structural Adjustment Programs (SAPs) that has continually erased the welfare state and turned university education into a commodity and students as customers with preferences rather than as citizens with a right to education. Such a focus is detrimental to cultivating graduates who are well rounded and can respond to the challenges and opportunities of our ever-changing world.

The Dilemmas in Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper will be based on secondary data and personal observations. This will go along way to addressing the reported declining quality of teaching and research in public universities not only in Kenya but also in sub- Saharan Africa