Recent media reports have painted a grim picture of higher education in Kenya, often claiming that its quality has deteriorated. Regulatory institutions such as the Commission for University Education (CUE) have been criticized as lax, amid calls for sweeping reforms.
First, we must applaud those raising concerns about the quality of university education in Kenya. They have added to voices long advocating for improved standards. However, to be productive, this conversation needs to be informed by data from reliable sources.
Data-Driven Assessment
In the past year, the CUE has focused on automating data collection from universities. Universities report that the Commission has been diligent in ensuring data submission. We are currently validating and analyzing this data, but preliminary results show there are 573,775 students and 14,890 academic staff in our universities. Only 6,061 (41 per cent) of the academic staff have PhDs in their respective fields.
In terms of the full-time academic staff-to-student ratio, this translates to an average of 1:39, which is less than the ideal 1:18 ratio for social sciences according to the Universities and Standards Guidelines. Critics might argue that failing to meet this threshold is evidence of lowering standards. However, the issue is more complex and deeply rooted in systemic challenges rather than a lack of oversight. For example, what would happen to student enrollment and access to university education if the 1:18 ratio was strictly enforced?
Student Enrollment
Out of the candidates who sit the KCSE examination, only about 20 per cent meet the minimum requirements for university admission. In 2023, 899,453 candidates sat the KCSE exam. Of these, 201,133 scored a C+ or higher and were eligible for university admission. This represents a slightly higher percentage, at 22.3 per cent, compared to previous years such as 2022, when only 19.6 per cent made the mark. Compared to other parts of the world, our university enrollment is one of the lowest. Some countries, like the US, register as high as 80 per cent or more in the Gross Enrollment Ratio (GER) for higher education.
Kenya’s low enrollment needs to be seen in the context of current research demonstrating a relationship between economic growth and higher education enrollment. If the set standards were strictly enforced, Kenya would have to reduce its current university enrollment by about 60 per cent.
While ideally, universities should be sufficiently funded to employ more staff and improve the staff-student ratio, it is less harmful to allow the 1:39 ratio to maintain higher access to a university education than to enforce the 1:18 ratio and deny 60 per cent of students access. The preferable alternative would be to fund universities to recruit an additional 16,986 faculty members to maintain the 1:18 ratio without increasing the student population. Essentially, the problem in universities is neither the quality of students or staff nor their numbers, but rather a deficit in funding.
Financial Constraints
Universities are in debt to the tune of an estimated Sh75 billion, but they are also owed more than Sh140 billion. This means universities are operating in a severely constrained financial environment. It’s not surprising, therefore, that in some universities, physical facilities are run down, and staff are constantly on strike due to unpaid salaries and other dues. Despite these difficulties, universities have performed surprisingly well according to external assessments.
International Ranking
Let us look at international rankings over the last three years. An analysis of rankings by Times Higher Education (THE), Webometrics, Edurank, QS World Rankings, and others shows that the main public universities (University of Nairobi, Jomo Kenyatta University, Egerton University, and even Moi University) have been on an upward trajectory across all ranking agencies. Indeed, some universities that previously did not appear on the radar have been ranked in 2024. These include the University of Embu, Murang’a University, and Kabianga University, among others. The University of Embu even won the 2024/25 award for Overall Winner in Quality Service Provision - Large Enterprise Category at the East African Community Awards in Kampala. Kenyan universities are making efforts to improve quality.
Admittedly, there is a lot of room for improvement, and universities should be supported to do better. Still, there is clearly a modest improvement in the quality of higher education in our major institutions over the last three years despite perceptions to the contrary. In some cases, the improvement has been dramatic.
Case Study: Uzima University
In 2020, Uzima University was assessed by the EAC Medical Council and performed dismally, scoring only 49 per cent, and was recommended for closure. After a close working relationship between the Commission for University Education and the Kenya Medical Practitioners and Dentists Council, and several monitoring visits, the university was reassessed in November 2024. The improvement was dramatic, with the university scoring 80.9 per cent. No stretch of the imagination can classify this university now as one where quality has deteriorated, despite being owed a huge amount of money in unpaid fees by government-sponsored students.
Centres of Excellence
Despite the financial crisis at Moi University, it is the only institution in Kenya hosting two centers of excellence funded by different development partners. These are the South and East African German Centre of Excellence in Research Methodologies and Management (CERM-ESA), funded by the German Academic Exchange Services (DAAD), and the Africa Center of Excellence II (ACE II) in Phytochemicals, Textile, and Renewable Energy (ACEII PTRE), funded by the World Bank. Moi University won the rights to host these centres after a competitive bidding process. The Commission for University Education evaluated and accredited the programmes offered in these centres. The release of funds for the World Bank-supported centre of excellence was based on Disbursement Linked Indicators (DLIs). Independent verifiers evaluate these based on predetermined targets in the Project Implementation Document (PID).
Performance Against Indicators
Take Moi University, which has recently dominated the news, is an example. This institution has not only met but exceeded many of the indicators, including publications in refereed journals, attracting external funding, and drawing international students. Despite financial difficulties, external assessors have found that Moi University performed reasonably well in its core areas of teaching, research, and community service.
Support, not Condemnation
This article does not suggest there are no challenges in the Kenyan higher education system. The challenges are significant and diverse, with funding being the most critical. Additionally, political interference, tribalism, and corruption are notable issues. However, in their core business of teaching, research, and community service—which is the primary focus of the Commission’s regulatory practices—the real picture is of a steadily improving sector that is achieving much with limited resources.
With adequate investment and collective commitment, Kenya’s higher education system can enhance its position as a regional and international force. Let us acknowledge the progress made and work together to ensure our universities continue to empower generations for national and global development.