Academic staff in universities is a factor of production for the universities. Their performance as lectures, researchers and managers in these institutions determines, to a large extent, the quality of their graduates and research output they produce. Organizations that do not invest in their employees are entities that have no future life (Nsamenang, Tchombe, 2011; Ololube, 2006; Ofoegbu, 2004; Ogbonna, 2011). For private universities, the role of academic staff is very crucial. The teaching staff is instrumental in training and mentoring graduates with skills most sought for by employers. Northouse, (2007) suggests that University products should be compost of graduates who possess skills that are much needed by both local and international markets. The quality of graduates they produce markets them and binds them with higher enrolment rates. The income of universities depend their enrolment rates. Omusula (2017) in his study of demand and supply driven characteristics graduates seek to establish before enrolling for master of education programmes found out that enrolment rates positively correlate strongly with university incomes. Despite the fact that higher education institutions have a mission to offer a high-quality learning experience to all their students, they are at the same time expected to maintain a high level of production in their research work. It is the prerogative function of academic staff to ensure that they continuously engage in research as universities are incubators of knowledge production(Lanzeby, 2008). High research output enables universities to be branded, recognized and ranked among the world best institutions of higher learning. Academic staff is at the heart of university branding(Asongwe, 2008;Oluremi, 2008). Lecturers are the epitome of production of quality graduates and research output gravitates around them. To motivate them is the greatest honor of recognition of one of the universities' nerve centres. Frederick Herzberg (1987) postulates that Motivation can be self-driven or environmentally oriented. This study sought to establish individual and institutional based factors that motivate academic staff to carry out research in universities in Kenya. In mitigation, the study identified strategies that can be applied by universities to create the much needed, desired and sustainable individual and institutional higher research productivity. The researchers

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A lot of efforts are being exerted by world's governments and other stakeholders to achieve higher rates of Accessibility to Education. Militia groups the world over have recruited and radicalized the potential school going children into their militant outfits to either fight in battlefields, or use them as spies or suicide bombers denying them opportunities of accessing education that would have been very valuable in their development. These groups abduct torture and kill victims, cause untold sufferings of their captives. In Africa, BokoHaramu in Nigeria opposes modern formal education and hinders the youth from accessing benefits associated with formal education they kidnap students from schools, women from market places, rape and force them into marriages. Mungiki in Kenya has caused school enrolment in central Kenya to drop. Their forced initiations into the groups, doctrines and practice or threat of Female Genital Mutilations, the taking of drugs and the insecurity caused by the sect members are the major challenges the Kenyan Nation is facing as a threat to realization of the objectives of vision 2030 in its former Central Province. The groups, in their teachings, associate formal education with neo-colonialism or western imperialism. Al-Shabab enforces its own harsh interpretation of sharia law, prohibiting various types of entertainment, such as movies and music, the sale of khat, smoking, the shaving of beards, and many other "un-Islamic" activities. This paper examines historical and Philosophical backgrounds of some of the militia groups in Africa such as Al-Shabab in Somalia, Boko Haram in Nigeria and Mungiki in Kenya. Highlighting modes of recruitment, radicalization and how school aged youths are utilized by militia groups. The paper argues that use of strategies such as military force in Nigeria on Boko Haram has failed to bear any fruits. It suggests that skewed distribution of national educational funds could be an impetus to forces of radicalization of youth. Therefore, this paper suggests strategies that can be used to counter the recruitment and radicalization of youths in an effort to improve Educational Access and Equity in Africa.