Higher Education In Kenya Research Articles

Transformational Leadership and Organizational Performance in Faith-Based Higher Education in Kenya

This study examines the impact of transformational leadership on the organizational performance of private faith - based higher learning institutions in Kenya. Utilizing a quantitative research approach, data were collected through surveys administered to leaders and staff. Regression analysis was employed to explore the relationship between transformational leadership and organizational performance. Findings suggest that transformational leadership significantly enhances organizational performance, providing valuable insights for leadership practices in these institutions.

The Mediating Role of Institutional Culture in Transformational Leadership and Organizational Performance in Faith-Based Higher Education in Kenya

This study investigates the mediating role of institutional culture in the relationship between transformational leadership and organizational performance in private, faith - based higher learning institutions in Kenya. A quantitative research design utilizing self - administered questionnaires was employed, targeting leaders and staff across selected institutions. Data analysis involved regression and mediation testing. The findings provide insights into the dynamics of leadership, culture, and performance within faith - based higher education contexts in Kenya.

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 is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

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.

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

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.

Participation for What? A Policy-Motivated Approach to Student’s Activism in Higher Education in Kenya.

Students activism has been one of the major issue affecting schooling and students’ progression in higher education. Although research has been done to address students’ riots in institutions of higher learning, there is concurrence that this should be aligned to a sound policy framework in order to explicitly enhance an action perspective on education. Taking the different manifestations of student’s activism, this paper attempts to highlight circumstances that students use to raise grievances about their welfare and how this contributes to an ongoing academic and political debate about the role of students in higher education.

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

Assessing the Integration of SDGs into Higher Education in Kenya; Identifying Gaps and Practical Strategies for Effective Curriculum Development

Assessing the Integration of SDGs into Higher Education in Kenya; Identifying Gaps and Practical Strategies for Effective Curriculum Development

Quality Assurance in Kenyan higher education as a tool for keeping pace with the international standards

This paper is a desktop review which presents findings from 32 studies covering quality and Quality Assurance (QA) systems in the Higher Education (HE) sector in the Kenyan context; the choice of the studies was based on relevance, themes and the objectives of the study. The purpose of the paper was to evaluate the determinants of a sustainable quality assurance systems in higher education in Kenya. The selected studies were carefully reviewed, data was gathered and categorized into themes. The emerging patterns from the categorized data was used to answer the research questions. In that regard, this study went beyond the processes of QA, and accreditation to address the question of sustainability which presently stands as one of the key gap in the implementation of QA systems in the HE sector. The main findings of the study are: sustainable QA systems in HE is realizable by addressing the factors identified b) conceptual model is fundamental for clarity and accuracy to avoid confusion and relativism c) the processes of developing and implementing QA should be inclusive and participatory for better results, d) more partnership and collaboration are needed to solve the challenges of implementing QA systems.

Analyzing the Impact of Institutional Infrastructure on Learner Participation in Distance Learning: A Kenyan Perspective

The paradigm shift towards distance learning has spurred the importance of institutional infrastructure in ensuring effective educational delivery. This study examines the relationship between institutional infrastructure and learner participation in the context of distance learning within Kenyan higher education. The research adopted a mixed-methods research design. The population of the study consisted of 441 learners in undergraduate programmes from the department of educational and distance studies at the University of Nairobi for the academic year 2022-2023. From this pool, a purposive sample of 180 students was selected to participate. A survey questionnaire, incorporating both quantitative and qualitative elements, served as the primary data collection tool. The data analysis was done using SPSS version 26. Thematic analysis of qualitative data was conducted to get insights into how institutional infrastructure affected learners involvement in distance learning. The results show that learner involvement in distant learning and institutional infrastructure have a positive and substantial connection (β1 = 0.637, p value< 0.000). As a result, the study clarifies how important institutional infrastructure is to the development of fruitful remote learning opportunities. This study adds to the expanding corpus of research in the area of remote education and helps develop evidence-based tactics for encouraging student engagement in online learning settings.

Antecedents of Loan Recovery of Higher Education Loans in Kenya

Purpose: The primary source of funding for higher education in Kenya is the Higher Education Loans Board (HELB). Failure to repay loans by university graduates poses a significant challenge, hindering the availability of financial resources for other deserving students. This lack of loan recovery undermines the sustainability of the education fund, consequently preventing many loan applicants from obtaining the financial support intended to cover their educational expenses. The default rate for student loans in Kenya stands at 40%. The main aim of this research was to examine the factors influencing the recovery of higher education loans in Kenya. Specifically, the study aimed to identify the demographic, economic, and loan repayment factors that impact the recovery of these loans.
 Methodology: The investigation centered on quarterly data spanning a decade (2012 to 2022) obtained from the Higher Education Loans Board. The data collection encompassed loan repayment factors, economic indicators, demographic characteristics, and loan recovery statistics for higher education loans. The study was based on secondary data sourced from quarterly reports of the Higher Education Loans Board spanning the same ten-year period (2012 to 2022). The data was analyzed by use of descriptive and inferential statistics since the secondary data is a time series in nature. A 0.05 significance level (95% confidence interval) was the error variance used. Results were then presented in tables, diagrams and charts.
 Results: Given the economic factors, the findings revealed that inflation rate has a negative (-0.117) and statistically insignificant (p > 0.05) relationship with loan recovery of higher education loans in Kenya. The correlation between the unemployment rate and loan recovery for higher education loans in Kenya was observed to be negative (-0.012) and found to be statistically insignificant (p > 0.05). Similarly, the relationship between economic growth and loan recovery for higher education loans in Kenya exhibited a negative trend (-0.114), which was also statistically insignificant (p > 0.05). Examining demographic factors, the study revealed that income level demonstrated a positive association (1.181) that was statistically significant (p < 0.05) in connection to the recovery of higher education loans in Kenya. On the other hand, the relationship between Educational Level and loan recovery for higher education loans in Kenya was positive (0.482), it was deemed statistically insignificant (p > 0.05). Turning attention to the loan repayment factors, it was uncovered that the lending interest rate displayed a significant negative correlation (-2.761) with the amount of unrecovered loans, which was statistically significant (p < 0.05). In contrast, penalty exhibited a beta coefficient of -0.016, indicating a negative relationship, although this relationship was found to be statistically insignificant (p > 0.05) in terms of its impact on the loan recovery of higher education loans in Kenya.
 Unique contribution to theory, policy and practice: To enhance the effectiveness of loan repayments, the study proposes that HELB should adopt more stringent policies and regulations, aiming to ensure prompt and efficient loan recovery processes. The study recommends HELB alongside the Ministry of Finance and Ministry of Education to develop and promote financial literacy programs that target borrowers to improve their understanding of loan repayment obligations, interest rates, and financial management. The study recommends the strengthening of Financial Aid Programs which can include increasing the availability of grants and scholarships specifically tailored to support students with lower income levels or from marginalized communities

Dynamics Reverting learners in Institutions of Higher Education in Kenya: Are Learners prepared for change?

This article attempts to interrogate the dynamics reverting young students in the institutions of higher Education in Kenya. It presents the dynamics reverting the young students and tries to bring forth the solutions to these dynamics. The tender age at which students join institutions of higher learning finds them unprepared for social economic conditions they encounter. Most students struggle to fit in, and with lack of proper guidance on time management they eventually find themselves engaging in destructive activities. The children join schools at their young age and learn from elementary, primary, secondary, and textually levels. The children are academically well prepared and pass well in Kenya National Examinations and qualify to join institutions of Higher Learning. These learners after graduating to join these institutions of higher learning lack proper orientation and induction before joining colleges and universities. The young learners lose their identity as they struggle to fit in without proper guidance and preparedness. The eventualities are tragic as some drop out of learning, commit suicide and others commit homicides. Other activities include peer pressure which leads to drug abuse and substance, students’ apathy, involvement in religious cults, early unwanted pregnancies and marriages. All these, is a clear indication of societal moral decay and disintegration. Therefore, it is for this reason that this article addresses key issues affecting young people in institutions of higher learning and offers some suggestions to the ministry of education, stakeholders and partners in education to collaborate in introducing orientation and induction programmes as an intervention approach to rescue young lives.

LOAN RECOVERY OF HIGHER EDUCATION LOANS

Higher Education Loans Board (HELB) is the major source of financing higher education in Kenya. Non-repayment of the loan among university students after they have graduated is a major drawback on funding education for other needy students. Non-recovery of loans leads to non-sustainability of the education fund which leads to a number of loan applicants unable to get the loans which are meant to assist them cater for their learning expenses. In Kenya, 40% of students’ loans are in default. The main objective of the study was to investigate the antecedents of loan recovery of higher education loans in Kenya. Specifically, the study sought to determine demographic factors affecting loan recovery of Higher education loans in Kenya, the economic factors affecting loan recovery of Higher education loans in Kenya and the loan repayment factors affecting loan recovery of Higher education loans in Kenya. The study was informed by the life-cycle model, Neoclassical development theory and ability-to-pay theory. The study took the quantitative approach drawn from the positivism research philosophy. The study targeted the quarterly data from the Higher education Loans Board for the last 10 years (from the year 2012 to 2022). Items to be collected were quarterly data on loan repayment factors, economic factors, demographic factors and loan recovery of higher education loans. The study used secondary data which was collected from the Higher education Loans Board quarterly data reports for 10 years (from the year 2012 to 2022). The data was analyzed by use of descriptive and inferential statistics since the secondary data is a panel in nature. A 0.05 significance level (95% confidence interval) was the error variance used. Results were then presented in tables, diagrams and charts. Given the economic factors, the findings revealed that inflation rate has a negative (-0.117) and statistically insignificant (p > 0.05) relationship with loan recovery of higher education loans in Kenya. Unemployment rate had a negative (-0.012) and statistically insignificant (p > 0.05) relationship with loan recovery of higher education loans in Kenya. Economic growth also had a negative (-0.114) and statistically insignificant (p > 0.05) relationship with loan recovery of higher education loans in Kenya. Given the demographic factors, the findings revealed that income level has a positive (1.181) and statistically significant (p < 0.05) relationship with loan recovery of higher education loans in Kenya. Educational Level also has a positive (0.482) but insignificant (p > 0.05) relationship with the loan recovery of higher education loans in Kenya. Given the loan repayment factors, the findings revealed that lending interest rate has a negative (-2.761) and statistically significant (p < 0.05) relationship with the amount of unrecovered loans. Interest penalty had a beta coefficient of -0.016 suggesting a negative and statistically insignificant (p > 0.05) relationship with loan recovery of higher education loans in Kenya. The study recommends HELB to implement stricter policies and regulations to ensure timely and effective loan repayments. The study recommends HELB alongside the Ministry of Finance and Ministry of Education to develop and promote financial literacy programs that target borrowers to improve their understanding of loan repayment obligations, interest rates, and financial management. The study recommends the strengthening of Financial Aid Programs which can include increasing the availability of grants and scholarships specifically tailored to support students with lower income levels or from marginalized communities.

Knowledge-Based Leadership, Innovation and Knowledge Management in Organizational Performance of the Kenyan Higher Education System

Purpose-The research is commenced to examine the effect of knowledge-based leadership, innovation, and knowledge managementin organizational performance of the Kenyan higher education system.Design/methodology/approach –-The research involved a primary quantitative research, specifically cross-sectional survey design. Study used a sample of 10 private universities and public universities situated in the five countries Nairobi, Kiambu, Kisumu, Nakuru, and Uasin Gishu in Kenya and recognized by the Commission for University Education of Kenya. To reduce ambiguity and get accurate responses, 50 questionnaires were sent out to faculty members of universities. From the 50, 45 respondents filled the questionnaires and others suggested and adjustment of the questions to be clarified. 20 questionnaires were randomly dispersed in all of 10 universities, the 10 universities from whichthe sample for the study was taken are the major institutions of higher education in Kenya comprising more than the 80% of the total population of the Kenyan higher education system.Findings-The findings indicate that knowledge-based leadership has bothdirect positive effect on the performance of higher education institutions as well as an indirect positive effect through the mediating role of innovation and knowledge management processes. Implications –The study will extend the existing literature on the impact of knowledge-based leadership on organizational performance and the mediating role of innovation and knowledge management processes in higher education institutions. Value –This study is among the few scholarly works that have proposed an integrated research model which seeks to establish the correlation between knowledge-based leadership, knowledge management, innovation, and organizational performance in the Kenyan higher education system

Teaching Methods and Strategies on Learners’ Motivation in English Language Lectures in Higher Education in Kenya

Purpose: This paper sought to determine the teaching methods and strategies increasing learners’ motivation in English language lectures at the university level. The study was based on social cultural theory of learning.
 Methodology: The study adopted quantitative design, descriptive statistics method to understand the problem at hand. The target population consisted of 375 Bachelor of Education Arts students. Simple random sampling was used to sample 100 third year Bachelor of Education (Arts) students in a public university. Questionnaires and document analysis of research articles were used to collect raw data from 100 students. The data was analyzed using SPSS computer package.
 Findings: The teaching methods that highly motivated students were explanation, discussion, interactive lectures and demonstration, teaching methods that moderately motivated learners were task-based method, case study and communicative language teaching and least motivating was audio lingual method. Highly motivating teaching strategies were group discussion and presentation, CATs and drama and moderately motivating teaching strategies were class assignments, debate, term paper assignments, pair work and dialogues.
 Recommendation: Based on the study findings the study recommends that lecturers to strive to determine their learner’s needs and specific learning styles in order to adopt the correct teaching methods and strategies that motivate them to learn English language.

Digital Kenya: A Key Driver in Entrepreneurship Ecosystem in Higher Education

Higher education institutions must be an integral part of the ecosystem and work closely with all stakeholders to promote entrepreneurship. To create entrepreneurial endeavors that are mutually beneficial and self-sustaining, these systems necessitate a lot of connections among organizations, individuals, and operations. The university setting might be the best place to start to identify potential entrepreneurs who play crucial parts in establishing and maintaining strong entrepreneurship cultures within countries. One of the first stages in Kenya’s new strategy for entrepreneurship growth was the inclusion of entrepreneurship instruction in all technical teacher education institutions in the country. Hence the Ministry of Renew search, Technical Training, and Technology implemented a new policy mandating all technical education participants to accomplish a course in entrepreneurship education. Despite the initiatives, the growth of the Higher Education Entrepreneurship Ecosystem has remained sluggish in the county. But with digital transformation in the country, it was expected this was to act as the key driver in Entrepreneurship Ecosystem in Higher Education. The paper aimed at examining how digital transformation is a key driver in Entrepreneurship Ecosystem in Higher Education in Kenya. The study was anchored on the Schumpeter theory of innovation, the theory of change, and the Institutional Theory. The paper used a desk review in-depth desktop review. The findings imply that we are trying to establish how digital transformation triggers the growth of entrepreneurship in higher education.

RELATIONSHIP BETWEEN INCOME GENERATING ACTIVITIES AND FINANCIAL PERFORMANCE OF PUBLIC UNIVERISTIES IN KENYA

The proposed study was to explore the relationship between income generating Activities and financial performance of public universities in Kenya. Higher education in Kenya has been recognized as a critical tool in transforming the society. The Government spends a lot of funds on education in relation to the national budget. However, despite the continued increase in government investment in higher education; resources are never adequate to match the everincreasing enrolment rates. In connection to this, several public Universities have mobilized their scarce resources to establish IGAs in order to supplement the government expenditure on education. Specific objective of this study was to examine the contribution of academic based IGAs, roles of service Based IGAs, and how production based IGAs influence the financial performance of public Universities in Kenya. A broad study was done with regards to the various theories that explain the relationship that really exist between income generating activities and their financial performance, where the resource dependency theory is seen as a conceptual tool where it argues that no organization is completely self-contained, agency theory on the other hand was also considered as an important tool since it shows, the relationship that exist between two parties, where one party is been referred as principal and the other one agent. It was observed that, most of the IGAs conducted in public Universities in Kenya include Academic Based IGAs: well known of these programs are module II programs, service Based IGAs dealing with services like restaurants, cyber cafes, production Based IGAs was also put in place in this study, also as source of income to the Universities. A descriptive approach in this project was used to explain the relationship between the variables of the study as shown in the conceptual framework, where questionnaires were used to analyze whether their existed a relationship between IGAs and Financial performance in Public Universities.

Institutionalizing Crisis-Sensitive Education Planning, Preparedness and Capacity Building through Media and Technology Practical Skills for Undergraduate Pre-Service Teachers

Abstract: There is consensus that teacher educators should be held responsible for the trainees that they graduate. COVID-19 led to rapid response to the crisis by promoting adoption of remote learning. Ministries of education all over the world aligned rapid response to their long-term learning priorities. Efforts should be geared towards enhancing the skills of teacher educators and the trainee teachers in crisis risk reduction and management through micro-teaching course. Educational media practical skill training is critical to ensuring inclusive and equitable quality education and promotion of lifelong learning opportunities for all. Teachers need Technological Pedagogical and Content Knowledge to use technology for economic growth, social inclusion, and environmental conservation. Digitalization of the curriculum is about looking ahead of crises that may disrupt learning. However, studies on integration of ICT into pedagogy have revealed gross incompetence of teachers and lack of infrastructure and instructional leadership to support its implementation. Additionally, Ministries of Education in Africa have not institutionalized crisis-risk reduction and management into education policies and programs. Moreover, effective continuous professional development for teacher educators and learners has not been institutionalized in higher education in Kenya. Therefore, adoption and integration of ICT into higher education curriculum and pedagogy is still at a nascent stage. A study was done among fourth year pre-service teacher trainees at Maasai Mara University to establish how effective the media practical skills training prepared them for teaching practice and Technological Pedagogical Knowledge Content. The findings revealed that there was a relationship between media practical skills training and teaching practice. They also revealed that most of the students had pedagogical and content knowledge but no Technological Knowledge. This study has recommended revision of the teacher education curriculum, capacity building of teacher educators in 21st Century skills on Technological Pedagogical Content Knowledge and provision of well-equipped resource centers in teacher training institutions.

Methods of Financing University Education and Their Implications on Access, Quality and Completion Rates: An Experience Shared from Undergraduate Education Students, Maasai Mara University, Kenya

Demand for higher education in Kenya has increased despite insufficient funding from the Government. This led to the cost-sharing policy where both the Government, the students, and their households share the costs of higher education. Students are provided with loans through Higher Education Loans Board (HELB). Public universities are supported through capitation grants to meet development and recurrent expenditure. The household contributes towards tuition and upkeep of their students. At Maasai Mara University, it has been observed that at the end of every semester, some students defer their examinations due to fee balances implying that there are gaps in the existing methods of financing a university education. This study, therefore, investigated the effectiveness of the financing methods and their implications on students’ access, completion rates, and quality education based on students’ experiences at the University. The study used a descriptive survey design. The target population was 950 education students who were in their third and fourth years of study. Stratified random sampling was used to select 315 students to participate in the study. Data were collected through questionnaires and interview guides for the class representatives. Documents were also analyzed. The study found that the majority of the students depended on HELB and support from their households to finance their education. The amount of loans allocated to students was inadequate and multiple sources of funding are required to meet the full costs of education. Students from poor backgrounds resorted to menial jobs which affected class attendance and learning outcomes. Other students deferred their examinations affecting academic progression. The study concluded that the current methods of funding university education were not dependable as they negatively affected students’ access, academic progression, completion rates, and quality of learning outcomes. The study recommended the need for an alternative financial support system for students from poor families to complete their studies on schedule.