Implications of Alternative Higher Education Financing Policies on Equity and Quality: The Kenyan Experience

Deans in Kenyan Universities : their leadership styles and impacts on staff commitment

“…Amid this growth, the sector continues to face emergent challenges including funding constraints, weak institutional capacities in different fields, growing quality concerns, escalating student numbers amid dwindling resources, brain drain, weak institutional autonomy, students strife and of course challenges of institutional leadership among others (Ouma, 2007;Jowi, 2009). While these challenges demand more from institutional leadership, leadership itself has been a serious challenge in Kenyan universities (Mwiria, Ngethe, Ngome, Ouma-Odero, Wawire & Wesonga, 2007; Republic of Kenya, 2007;Oanda, 2013). The few studies that have addressed this topic identified the challenges to leadership and the several efforts to address this challenge within the higher education sector (Mwiria, 2007).…”

The Paradox of Financing Public Higher Education in Tanzania and the Fate of Quality Education: The Experience of Selected Universities

“…For example, with student enrollment increasing and funding decreasing, it is obvious that the quality of the learning environment for students is increasingly becoming unfavorable as a result of the increase in the number of students. Nevertheless, studies have shown that with significantly reduced funding to institutions, it is even more difficult to maintain existing equipment, buildings, and service infrastructure, which exacerbates poor learning conditions and eventually the quality of education provided (Ishengoma, 2013;Oanda, 2013;World Bank, 2010). Data in Figure 4 indicate the trend in governmentapproved CD funds versus government-released funds.…”

“…In this regard, the general impression that can be had from data presented in the three institutional cases is that the government is still the source of funding for public universities in Tanzania. As such, the academic debate about trends in higher education funding in Sub-Saharan African countries would be incomplete without alluding to the economic trajectories of Tanzania (Johnstone & Teferra, 2004;Oanda, 2013). However, to improve the state of the art, it is imperative that the government rethink about the weakness of current funding mechanisms and funding sources, thereby adopting reliable, sufficient, and sustainable funding sources.…”

“…In Kenya, the situation is more or less similar to that of Tanzania. For example, while in 2010/2011 the Kenyan government allocated KSh 48 billion (US$564.7 million) to public universities, this amount was reduced to KSh 44 billion (US$517.6 million) in (GOK 2011in Oanda, 2013.…”

Three dimensions of equity of access to higher education

“…Given that these students ultimately obtain a diploma that is indistinguishable from those of the competitive entrance stream, there are obvious implications for equity, with the elites able through their financial resources to insert their children into prestigious universities that will then ensure their future financial security. There are also issues of quality, with the added numbers of students (since 2013 the majority of the students in public universities have been in the parallel stream) presenting an intolerable burden on human and physical resources (Oanda 2013;Sifuna & Oanda 2014).…”