Higher education quality in Kenya: a critical reflection of key challenges

Abstract

This article examines the unique challenges facing Kenya's public higher education institutions. It explores the struggle to develop quality and quality assurance mechanisms against a background of rapidly diminishing income, brain drain, political interference and the negative aspects of globalisation. The challenges have consequently led to a decline in the quality of education and left higher education hanging on a thread. The article argues that the higher education sector requires clear policies of rewarding and retaining talented staff and ways of dealing with the politically instigated expansion. It provides an opportunity for reflection on policies and practices in Kenya's higher education sector and suggests an urgent need for reforms. Quality assurance could play a key role in initiating these reforms.

Academic Brain Drain: Impact and Implications for Public Higher Education Quality in Kenya

“…This change was triggered by the tightening of immigration policy in the UK and the need for skilled human capital in the USA. In the public higher education sector, between the 1960s and 1990s, a vibrant community of scholars left Kenya and many have continued to go overseas to seek better working and living conditions (Odhiambo, 2011).…”

Una aproximación a la clasificación de las universidades chilenas

“…De este modo, los gobiernos de gran parte del mundo han incorporado en sus agendas de educación superior de las últimas décadas los temas de aseguramiento y mejoramiento de la calidad, configurándose como un importante foco de atención [41].…”

Using Future Research Methods in Analysing Policies Relating to Open Distance Education in Africa

“…However, the demand for higher education continues to grow; public funded universities are overcrowded, the curriculum remained unresponsive to present day and future needs of the labour market (Nyangau, 2014;Wanjohi, 2011). Most public higher education institutions in Kenya produce graduates who are ill equipped to compete effectively in the global economy (Odhiambo, 2011;Simiyu, 2001;Wanjohi, 2011).…”

“…The education sector in these three countries is faced with challenges of responding to the increased demand of higher education; insufficient public funding, lack of infrastructure (poorly equipped laboratories and libraries); rigid management structures and curricula that is not responsive to present day needs of the labour market (Beyani, 2013;Nyangau, 2014;Odhiambo, 2011). Most public higher education institutions from these countries produce graduates who are ill-equipped to compete effectively in the global economy because they do not have the necessary knowledge, skills and capacity to perform in the knowledge economy (Odhiambo, 2011;UNESCO, 2016). All governments agree that quality higher education is a critical driver to economic growth (Nyangau, 2014).…”

“…To address this issue, the policy proposes the use of distance education and ICT to promote teaching, learning, and research in education and training (MoE, 2012). The challenge facing the Government of Kenya is to increase the number of students in higher education; to harness the skills and competencies that are presently being lost and to provide an education system, which meets the aspirations of Vision 2030 (Nyangau, 2014;Odhiambo, 2011).…”