Competing in the Wrong Arena

The State of Higher Education in Kenya

Kenya boasts over 30 public universities, 20 private universities, and more than 50 private institutions offering higher education. This proliferation of educational institutions is often viewed as a positive step towards universal access to higher learning, as highlighted by the Kenyan government. However, a deeper look into the landscape reveals a concerning trend: the saturation of degrees and diplomas. The impact of this saturation has led to a dilution of qualifications, rendering many graduates ill-prepared for the current job market.

One of the most significant issues is the lack of differentiation between universities and courses. Most institutions offer the same programs, such as Business Management, Project Management, Hospitality Management, Education, and Human Resources. The absence of specialization means that graduates across the board possess similar qualifications, making it difficult for employers to distinguish between candidates. This redundancy devalues the degrees and diplomas and fosters confusion among employers in the hiring process.

The reality on the ground is stark. In almost any village, one can find over 50 graduates who studied the same course, whether at the diploma or degree level, but from different institutions. This raises the critical question: where is the competition? With so many graduates entering the job market with identical qualifications, who gets hired, and who remains unemployed? This over-supply of general degrees is a ticking time bomb, creating an employment crisis.

Globally, competition in higher education has shifted. Countries are focusing on Science, Research & Development, Technology, Medicine, Mathematics, and Engineering—fields that drive innovation and growth. Kenya, however, seems to lag. Our institutions are not fully geared towards these areas of growth. While we produce thousands of business and arts graduates annually, we have not established clear leaders in engineering, technology, or scientific research.

This begs the question: which institution in Kenya can be hailed as the best for engineering? Where can students go to master the latest technological innovations? Unfortunately, as of 2024, Kenya is still unable to produce homegrown technology, whether it be a mobile phone, a television, a camera, or even a vehicle. This stagnation signals a broader failure to align education with market demands. If we are to compete globally, we must prioritize and support innovation-driven fields.

The need for dynamic reform in the education system is urgent. Nations around the world are advancing rapidly in fields like Artificial Intelligence, Robotics, Renewable Energy, and Biotechnology. Kenya must rise to the occasion and catch up, ensuring that its universities are producing graduates who can compete on a global scale. The current trajectory—producing thousands of business and arts graduates annually—is unsustainable if we are to keep pace with international development.

Every year, Kenya graduates over 100,000 students, most of whom enter an already saturated job market. These graduates, often equipped with outdated skills, find themselves unable to contribute to Kenya’s long-term economic goals. This disconnect between education and market needs is glaring, as our nation continues to miss out on global opportunities that demand specialized, innovative expertise.

We must also acknowledge that we have become "village champions" in our competition. While Kenyan institutions may excel locally, their impact and influence fade in the international arena. Without a shift towards fields that shape the future, such as technology, science, and engineering, Kenya risks remaining on the periphery of global innovation and progress.

The solution lies in embracing specialization and reforming our education system to meet the demands of the 21st century. Institutions need to tailor their courses to reflect the needs of the global market, emphasizing practical skills, research, and innovation. Additionally, partnerships with industries and governments can help align educational outcomes with market demands, preparing graduates for meaningful employment and contribution to national growth.

In conclusion, Kenya must change course if it is to remain competitive globally. The focus should shift from producing thousands of similar degrees to nurturing a generation of innovators, researchers, and engineers. We must take action now to ensure that our young people are not just employable but also drivers of Kenya’s future prosperity.

Mwanza Mutisya

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