Public Private Universities In Kenya

This book addresses the implications of this development in Kenya, with regard to the responsiveness of private higher education to issues of broadening access, equity and the traditional research function of universities.

Reviews the history of higher education in Kenya and details the emergence of private universities, most of them with a Christian religious orientation, as major players in the provision of tertiary-level education.

This book examines the concept of the democratization of governance in universities in Kenya with particular emphasis on students involvement in governance processes and decision making. Data were collected from members of the student community utilizing a structured self-administered questionnaire and from purposively selected key informants and focus group discussants drawn from Kenyatta University (representing the public sector) and the United States International University (representing the private sector). The guiding argument for the study was that shared governance, one of the principles of good governance, is critical in enabling the universities to deliver their visions and the missions effectively. The results revealed that while in principle, Kenyan universities have embraced democratic governance in which all stakeholders, including students, have a role to play, in practice they continue to violate the core principles of good governance, particularly shared governance. Specifically, students, who are major stakeholders in university education, are largely excluded from significant structures of governance thereby limiting their influence and participation. Although their representation is mainly provided via student self-governance organs (unions, associations and/or councils), their effectiveness is undermined considerably by the lack of trust and confidencec of the student body and the unending manipulation by top university administrators and external political actors. Student active involvement in decision making is mainly confined to lower levels such as the school/faculty and departmental/programme. The authors call for a paradigm shift in the involvement of students in the governance of universities in ways that discourage the current culture of tokenism and political correctness that characterizes public and private universities in Kenya.

Kenya has witnessed a phenomenal growth in university enrollments over the last two decades. This expansion has largely been driven by private higher education providers. These providers include privately owned universities as well as public universities offering non state-subsidized programs. As a result of capped university admissions in the 1980s, public universities, which admitted the largest number of students then, scaled down their admissions significantly. This, combined with a substantive increase in the social demand for higher education increased private university enrollments exponentially. This study thus reviewed the impact that a large private university student body has had on access, equity and the distribution of skills. The monograph reports that whilst private universities have increased access, generally, given the numbers of students enrolled, the new enrollments have been skewed in favor of students from a higher socioeconomic status. The oft reported pattern of male students dominating the science, technology and engineering courses has also endured. The study further recommends a more systematic review of the research question, covering more institutions.

The Most Authentic Source Of Information On Higher Education In India The Handbook Of Universities, Deemed Universities, Colleges, Private Universities And Prominent Educational & Research Institutions Provides Much Needed Information On Degree And Diploma Awarding Universities And Institutions Of National Importance That Impart General, Technical And Professional Education In India. Although Another Directory Of Similar Nature Is Available In The Market, The Distinct Feature Of The Present Handbook, That Makes It One Of Its Kind, Is That It Also Includes Entries And Details Of The Private Universities Functioning Across The Country.In This Handbook, The Universities Have Been Listed In An Alphabetical Order. This Facilitates Easy Location Of Their Names. In Addition To The Brief History Of These Universities, The Present Handbook Provides The Names Of Their Vice-Chancellor, Professors And Readers As Well As Their Faculties And Departments. It Also Acquaints The Readers With The Various Courses Of Studies Offered By Each University.It Is Hoped That The Handbook In Its Present Form, Will Prove Immensely Helpful To The Aspiring Students In Choosing The Best Educational Institution For Their Career Enhancement. In Addition, It Will Also Prove Very Useful For The Publishers In Mailing Their Publicity Materials. Even The Suppliers Of Equipment And Services Required By These Educational Institutions Will Find It Highly Valuable.

The high demand for university education in the 1980s and 1990s led to the increase in the number of universities from one public university college in 1970 to seven public universities in 2007. [...] The enrolment of women in the humanities and social sciences poses a challenge to the achieve- ment of gender equity in higher education in Kenya and other parts of the world (Kimani 2005; Boit and Koskei 2005). [...] In spite of the fact that most courses offered in the private universities are in the humanities and social sciences and the cost of private higher education is high, these universities are providing increased opportunities to Kenyans, espe- cially women and those already in the job market, to benefit from university education. [...] 5.onsongo5-2-2007.pmd 28/07/2008, 17:43124 Onsongo: Gender Equity and the Growth of Private Universities in Kenya 125 The appointment of women to the positions of chancellor, vice-chancellor and deputy vice-chancellor in the private universities implies that women are capa- ble of managing universities. [...] 5.onsongo5-2-2007.pmd 28/07/2008, 17:43126 Onsongo: Gender Equity and the Growth of Private Universities in Kenya 127 The private universities in Kenya are ahead of the public universities in the fact that they are the only ones having women as vice-chancellors.

While universities world over are undergoing reforms and change, in the case of African universities as illustrated in this book, the reforms and changes are profound and can best be described as transformative. This book is unique in many ways, which makes it extraordinary. First, unlike other books that have examined issues on higher education in Africa from externalist positions, the contributors to this book are scholars who have been educated, are currently teaching in African universities or have taught in African universities. The book specifically focuses on transformations in the governance of African universities and its implications on equity, entrepreneurship, innovation, quality assurance, information and communication technologies (ICTs), and reform issues in higher education in Africa. The book presents pertinent research on governance in African universities in an experiential and empirical manner. The contributors of the book chapters include individuals actively involved in teaching, researching and governance of higher education institutions in Africa. The chapters are based on empirical data, including review of relevant literature. The book also recognizes that university governance is more than just crisis in financial or economic issues, but includes best management practices, shared governance, meaningful reforms, strategic planning, consultation, transparency and accountability, client (students, lecturers, parents and the public) satisfaction, as well as the role of the university in development. The contributions take cognizance of the fact that governance as a concept is facing fundamental changes in the context of global knowledge economy, and African local conditions. Contributors also take cognizance of the fact that one important source of change in Africa has been the accelerating speed of scientific and technological advancement in learning at universities where lifelong learning programs, adult learning programs, distance and online learning are relatively new. The chapters are also sensitive to new changes in gender, demographical, technological, education reforms, social and economic transformations in the governance of African universities. The book is basically an academic book for use by undergraduates and graduate students at universities, policy makers and formulators in African ministries of Education; supra national organizations, foreign organizations working in Africa, NGOs and CBOs as well as development stakeholders, and community organizers.