At the turn of the century, when I entered college, there were only six public and five private universities. After 18 years, Kenya has over 30 public universities and over 18 private universities.
This variance accounts for the establishment of over 37 new institutions of higher learning in less than twenty years. Given what some of these universities have become, I am unsure whether ‘boasts’ is the appropriate word here. In the forty years between independence and the year 2000, just six institutions were established.
No exaggeration
This surge of universities in less than two decades – some housed in apartment buildings – has caused the transition of the university from a citadel of high knowledge, research, and invention to teaching factories whose primary purpose has been to attract numbers and produce “products.” This does not necessarily imply that teaching takes place anyway.
In spite of existing years, the desire for a university degree has led to a decline in the quality of higher education during the past decade. In this time, the ‘best’ and most popular university has become the institution that admits and graduates the most students.
Forget that, prior to 2017 (when Ministry of Education admission standards were explained), admissions were granted with complete disregard for entry requirements. In keeping with “he who pays the piper calls the tune”, having a pay cheque has frequently assured a student a course which they do not have the essential aptitude to see through.
Prior to 2017, universities knowingly admitted students with grades below the minimal C+ for numerous years. In addition, there are numerous accounts of colleges admitting students with grades below C+ to Bachelor of Education programs, knowing well well that such students would never be hired by the Teachers Service Commission. At least for the quality being, it is preferable to say as little as possible about the quality of human resources and teaching.
Market-driven courses’ curse
This effort to increase enrollment has resulted in the development of programs – so-called market-driven courses – without regard for the availability of skilled instructors, technicians, and facilities. This indicates that the university has been taken over by a business-minded mindset intent on increasing’sales’
In other nations, universities are renowned for specific contributions to society; in Kenya, however, each university has fought to become a master of all trades, but the majority have doubtless only achieved jack-of-all-trades status. Numerous institutions have established medical schools without teaching hospitals or trained faculty.
In other situations, we have heard of the anguish of graduates such as those from many engineering schools who have completed university education only to be told that the curricula they have invested money and time to pursue are not approved by the relevant professional organisations.
At the Kenya School of Law, 78 per cent of the students failed the 2017 bar examinations. This puts question on the quality of teaching, instruction, and evaluation at the universities whose examinations were passed by these students. The legal community is better off since the Kenya School of Law evaluates the competency of persons who enter the legal profession.
If our universities cannot be relied upon to ensure quality, then the Commission on University Education must identify ways to streamline examinations so that we can be certain of the quality of people entering the job market.
Any business model must conduct a cost-benefit analysis and strive to decrease costs while maximizing returns. However, it is intriguing to observe how universities achieve this.
A significant lot of faculties and departments at our institutions have prioritized growing student enrollment without accounting for a corresponding increase in human resources to contribute to curriculum delivery.
No remuneration for teachers
Consequently, the necessity for part time professors comes up. Anyone who has been a part-time professor or knows one will tell you that these people are among the most mistreated and disillusioned in the country.
Due to the people of employment, there are those among them who will perform their duties (often half-heartedly).
Some must wait up to six years before receiving payment, if ever.
In short, it is not uncommon for a part-time professor to see the students they taught in the first year receive their degrees before they are compensated for the work they performed.
Clearly, we have progressed so far down this path of commercializing colleges. In any event, business is not undesirable when conducted with the maximum number of people in mind.
This is why our universities need to realize that they owe the society more than they owe themselves.