State of Universities: Higher Education Reforms, Funding Models, Fake Degrees, and Employment Realities.
University Funding Model Update
The High Court previously ruled the university funding model unconstitutional, leading to an appeal. On March 26th, the Court of Appeal permitted conditional implementation pending final judgment.
The conditions for the stay of execution included the establishment of an appeals mechanism for aggrieved students within 14 days, and full disclosure regarding the provisional nature of the funding system.
The Higher Education Loans Board (HELB) and the University Fund trustees were required to inform applicants that the model is under legal challenge. The appeal was to be filed within two weeks.
As part of this process, ongoing nationwide stakeholder engagement is collecting data to shape solutions and evaluate the model’s effectiveness based on public opinion.
The 14-day deadline has passed, and stakeholders await a report on the appeals mechanism’s effectiveness. Given the large number of students, guardians, and stakeholders, feedback volume is significant. However, ongoing stakeholder engagements nationwide aim to gather and analyze public opinion, potentially leading to solutions.
Critics argue the current funding model is flawed. However, proponents maintain that it aligns with Vision 2030’s goal of affordable and accessible education. The model caters especially to students from financially challenged backgrounds by grouping them in support bands that cover most of their needs.
By ensuring that students can progress smoothly through university, it aims to reduce dropout rates and stabilize institutional finances. Institutions benefit from structured disbursements, which can minimize resource mismanagement—an issue that some argue stems more from systemic gaps than misappropriation. The expectation is that proper implementation will support governance, infrastructure growth, research, and innovation.
Internationally and nationally, the focus remains on student progression from admission to graduation. Proper funding ensures universities remain financially stable, reducing mismanagement risks. Governance structures must be strengthened to ensure funds enhance infrastructure, research, and innovation.
Proposal for a Consolidated Funding Body
Private universities advocate merging HELB and the University Fund into an independent, sustainable body. Consolidation would optimize infrastructure and streamline financial aid distribution. Currently, private university students only qualify for loans, while government-sponsored students receive additional support.
Despite this, reliance on the exchequer persists, though in a restructured form. Differentiated fee structures based on programs ensure targeted funding. However, private universities push for a futuristic model beyond government dependence.
Universities are encouraged to diversify revenue through research, innovation, and community engagement. Collaborations—local, regional, and international—attract monetary support, infrastructure development, and capacity-building programs. Such initiatives reduce reliance on government funding while enhancing institutional sustainability.
15 Illegally Operating Universities and Colleges
There are currently at least 15 universities and colleges operating without proper accreditation. These institutions are being scrutinized by the Commission for University Education (CUE), which oversees legal compliance.
A chartered university is one recognized by a legal framework, marked by instruments like the charter, seal, statutes, and the mess. These instruments define governance structures, program offerings, and organizational hierarchies—from chancellors to university councils.
Public universities typically begin as constituent colleges affiliated with established institutions. After meeting criteria such as sufficient land (minimum 20 acres), at least 600 students (70% in degree programs), and adequate infrastructure, they become eligible for chartering.
Upon approval, the charter is drafted jointly with the CUE, reviewed by the Cabinet Secretary, and finally awarded by the President. This document grants legal authority and includes two volumes of accreditation—one for facilities and the other for academic programs. Institutional audits are conducted every five years, with potential impromptu reviews to ensure compliance.
How to Avoid Fake Degrees and Scams
Students and parents are urged to perform due diligence before enrolling in any university. Official CUE and KUCCPS websites list accredited institutions and their approved programs. A red flag includes universities offering unaccredited programs, often due to skipping proper accreditation processes. This issue is especially critical for professional courses like engineering, law, and health sciences, which are regulated by specific bodies.
Prospective students should investigate a university’s origin, whether it holds a valid charter, and whether the programs are officially recognized. The appearance of lower fees or faster graduation timelines shouldn’t override the need for legitimacy. Private universities, while growing in popularity, require closer scrutiny as many students enroll without understanding accreditation status.
Graduating from an unaccredited university means the degree obtained is legally invalid. Such institutions lack the authority to operate and therefore cannot issue recognized academic credentials. Students from these schools face rejection from employers, regulatory bodies, and international institutions.
They also miss out on research grants, government partnerships, and qualified academic staff, as reputable professionals often avoid illegitimate institutions. In effect, any qualifications obtained are rendered useless, and students have limited legal recourse or options for advancement.
Are Kenyan Universities Producing Graduates or Just Job Seekers?
The job market struggles to absorb graduates, necessitating a shift in university training. Institutions must integrate entrepreneurial and innovative skills into curricula. Experiential learning models, like Masai Mara University’s 50% theory and 50% industry exposure, foster self-employment.
In the past, universities were established without much structure. Today, under models such as experiential learning and competency-based education, institutions are aligning with existing industries.
This alignment ensures continuous collaboration, where universities serve as hubs for researchers and innovators working directly within industries. Globally, this model has yielded consistent innovation, with startups frequently emerging around such academic-industrial ecosystems.
With thousands of graduates entering the job market each year, concerns over unemployment persist. While older generations often transitioned directly from education to employment, today’s graduates face a different reality. The mismatch between available jobs and the skills acquired in university is now a global issue.
The establishment of County Industrial Parks (CIPs) by the government is being seen as a critical opportunity. By aligning with such initiatives, universities can produce graduates capable of contributing meaningfully within their disciplines at the county level. This alignment may drive localized industrialization across the country, empowering students to apply their skills within their home counties and beyond.
There is a need for the government to rethink how it absorbs graduates and how universities can better prepare students for a rapidly evolving job market. Rather than depending solely on government employment, the focus should shift to equipping students with entrepreneurial skills and competencies that align with contemporary demands.
Preparing for the CBC Transition
With Grade 9 transitioning to senior secondary, universities must align programs with CBC outcomes. Teacher training programs have already adapted, but broader curricular revisions are needed.
Programs geared toward teacher education have already undergone transformation, aligning with new curriculum standards. Over the past two years, significant accreditation processes have been undertaken to prepare institutions for this shift.
Universities are ensuring their teacher-training programs are adapted to CBC demands. For instance, partnerships with entities like the Teachers Service Commission are being formed to support capacity building. The aim is to cultivate a teaching workforce well-versed in delivering competency-based instruction, thus aligning with ongoing curriculum reforms.
Higher education institutions have been notified of the pressing need to adapt, with only a short time remaining before the first cohort of CBC graduates enters universities by 2029. In effect, the window for curriculum review spans just two years: 2026 and 2027. This period is crucial for reflecting on curriculum changes in light of the Basic Education Framework.
With the CBC producing students who graduate from Grade 12 with specific competencies, universities must reconsider where to begin instruction. Some introductory content may need to be omitted or streamlined, given students’ prior exposure. Programs must be restructured to build on existing knowledge and avoid redundancy.
Given the competency-based model, universities are integrating practical teaching methods and assessment strategies into their programs. The focus is shifting from theoretical instruction to real-world application, ensuring students acquire actionable skills. As a result, the outcome is a well-rounded graduate—commonly referred to as a Competency-Based Education (CBE) graduate—capable of applying knowledge effectively in varied contexts.
Conclusion
The higher education sector faces funding, accreditation, and employment challenges. However, structured reforms, stakeholder collaboration, and innovative training approaches can secure its future. Continuous dialogue remains essential to address evolving needs.
State of Universities: Higher Education Reforms, Funding Models, Fake Degrees, and Employment Realities
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