Why Kenyan universities must review courses to meet vision

BY DANN OKOTH

Kenya is likely to miss out on Vision 2030 targets unless institutions of higher learning tailor their courses to meet technical demands of the ambitious idea.

The Vision 2030 is a blueprint to transform Kenya into a middle-income economy by improving infrastructure and developing the manufacturing sector, among a myriad other proposals.

But with barely 16 years to go, it emerges a technical gap occasioned by the lack of a strong linkage between institutions of higher learning and industry may frustrate the realisation of Vision 2030 targets.

A closer look at Kenya’s universities reveals a worrying trend that does not only point to a systemic departure from strong academic programmes focused on science and technology, but which shows increased investment in humanities and liberal arts programmes to the apparent detriment of our fledgling industries.

One only needs to look at graduation booklets of the various universities to see the disparities between sciences and the arts and conclude a problem is staring at us in the face—the difference in the number of graduates between the two disciplines is simply mind-boggling.

For instance, in the last graduation at the University of Nairobi, there was a staggering 1,237 students graduating with Bachelor of Arts degrees against 65 students who graduated with Bachelor of Science in Biochemistry.

Unemployable graduates

While graduates in arts are nearly unemployable in the job market because they have no specific skills, the latter are in demand in the health, agriculture and industrial sectors as research and technology continue to drive the sectors.

Scientists would quickly be snapped by the industry especially if they already have hands-on experience with modern technologies and applications in the field of biotechnology.

Incredibly, the 48th graduation ceremony also saw a whopping 1,229 students graduate with Master of Business Administration degrees against a paltry three who graduated with a Master of Science in Civil Engineering.

Another 43 graduated with Master of laws against three who graduated with Master of Science in agricultural and applied economics.

Industrialist Dr Manu Chandaria challenged institutions of higher learning to work closely with the industrial sector with a view to producing graduates who are relevant to the sector.

“The linkage between the industry, especially the manufacturing sector and universities is very poor and this needs to change,” he said adding: “attachment to the industry for engineering students must start in the first year as opposed to the final year to enable students gain practical experience.”

Job creation

He said universities should strive to produce graduates who would create employment opportunities as soon as they leave college rather than seek employment.

The Chandaria Foundation in collaboration with Kenyatta University has started a business innovation and incubation centre where students are empowered to harness their ideas and transform them into business start-ups.

“It is modeled along the lines of the Stamford University in the USA where an Information Communication student for instance, is provided with materials and support he needs to develop, say, a computer software of which he would begin selling immediately,” he explains.