HOW UNIVERSITIES IN KENYA ARE HELPING THE GROWTH OF TOWNS AND VILLAGES, THEREBY DRIVING THE KENYAN ECONOMY TOWARDS AGENDA FOUR
HOW UNIVERSITIES IN KENYA ARE HELPING THE GROWTH OF TOWNS AND VILLAGES, THEREBY DRIVING THE KENYAN ECONOMY TOWARDS AGENDA FOUR
ABSTRACT
There are 22 public universities, 14 chartered private universities and 13 universities with Letter of Interim Authority (LIA). These universities are established through institutional Acts of Parliament under the Universities Act, 2012 which provides for the development of university education, the establishment, accreditation and governance of universities. According to a 2016 report on reforming higher education in Kenya, the rapid expansion of university education in the country was a spontaneous response to the increasing demand for higher education necessitated by the increasing flow of students from schools. Universities play the role of higher education in the economy and its potential contribution to supporting economic recovery and development. Universities support innovation and growth, particularly at a regional level. The business of a university not only attracts young people to a place but also has a huge impact on the economy of both places. Education becomes a central employer in the area. Employment by industry confirms the value of the university, with the education and training sector contributing one in eight jobs. Higher education makes a fundamentally important difference to individuals, through improved life chances and opportunities; to the economy, through innovation and skills; and to society, increasing our knowledge, through research discoveries and increasing social mobility and cohesion. Universities play the role of underpinning economic growth, through the provision of higher-level skills. Universities form a core part of the economic infrastructure, and as large enterprises generate substantial economic activity, employment opportunities and overseas investment. These findings demonstrate that higher education is a significant sector of economic activity in its own right and generates more output than many other sectors, including advertising and market research, legal services, computer manufacturing, basic pharmaceuticals, Wi-Fi and transport. Universities also generate more GDP per unit of expenditure than many other sectors including health, public administration, and construction. Universities are hotbeds of innovation and entrepreneurship. In partnership with government and business, academic research and technologies help to drive an array of vital industries. Universities provide students with the skills to compete in increasingly global workplaces and are themselves major employers.
Key words: University, education, employment, growth, expansion
INTRODUCTION
Universities are economic impacts in smaller cities and towns. Those who live near university town or city, the chances are that you can see the benefits. Universities transform their neighborhoods, cities, regions and nations. Universities are hotbeds of innovation and entrepreneurship. In partnership with government and business, academic research and technologies help to drive an array of vital industries. Universities provide students with the skills to compete in increasingly global workplaces and are themselves major employers. Universities contribute to jobs (directly and indirectly) across all skill levels. Universities can change the face of a city. As major landowners, universities are significant investors in the built environment. Campus developments reshape the skyline while providing new civic identities. Universities are increasingly centered as physical and social spaces for the wider community. Universities have a tremendous ability to attract global talent to cities and nations and this brings in the much needed foreign exchange. International staff and students do more than just boost the economy. They contribute to the vitality of their communities and help develop tolerant and inclusive societies. Internationalization helps create lasting links into global networks. Academic mobility and research collaborations extend intellectual and cultural interaction and in doing so help to develop international relations. Numerous universities. Universities, in this sense, are essential spaces of soft diplomacy. Universities help address societal challenges. Universities provide local governments and communities with a robust evidence base to inform public policy. At an institutional level, universities are well positioned to offer comprehensive, independent assessments of issues ranging from global health to the impacts of globalization. Academics engage in such work not as consultants or handmaidens to government, but as critical allies. Universities also offer vital services to their surrounding communities that are otherwise scarce, including access to health-care, cultural amenities and even sports facilities – especially following cutbacks in public sector funding. Many universities also have museums, which are open to the public across the UK, and run a series of free lectures for the community to engage with. Universities help address societal challenges. A university provides local governments and communities with a robust evidence base to inform public policy. Academics engage in such work not as consultants or handmaidens to government, but as critical allies. Universities also offer vital services to their surrounding communities that are otherwise scarce, including access to health-care, cultural amenities and even sports facilities especially following cutbacks in public sector funding. Many universities also have museums, which are open to the public and run a series of free lectures for the community to engage with. Universities foster creativity and open debate. Universities support a number of creative activities. These, in turn, generate exciting intellectual and artistic scenes that are strong pulls in their own right. Artistic and creative endeavors can help to put a city on the map helping to boost global competitiveness. But academia’s critical cultural impulses also catalyze necessary acts of subversion and protest which help marginalized groups speak truth to power. This can be seen in the way the Artists’ Assembly against Austerity a grassroots alliance of more creative artists was set up by a number of universities to help combat the austerity agenda. Higher education improves lives of the students, the country and Kenya. Most fundamentally, we must not lose sight of the fact that access to higher education improves lives. It enhances self-knowledge, employment opportunities and promotes civic participation. As agents of social mobility, universities are more than sites of training and instruction, they are crucial intellectual milieus where knowledge is created, disseminated and challenged. Setting foot on campus is (and should be) an aspirational experience. And by rendering campuses more porous universities can foster opportunities for collaboration; knowledge exchange and social empowerment. Well-funded and resourced universities have a tremendous social and economic impact. Of course, tensions still exist and
more can still be done inside and outside the walls of the “ivory tower” to harness this potential. Higher education improves lives. Most fundamentally; we must not lose sight of the fact that access to higher education improves lives. It enhances self-knowledge, employment opportunities and promotes civic participation. As agents of social mobility, universities are more than sites of training and instruction, they are crucial intellectual milieus where knowledge is created, disseminated and challenged. Setting foot on campus is (and should be) an aspirational experience. And by rendering campuses more porous universities can foster opportunities for collaboration, knowledge exchange and social empowerment.
STATEMENT OF THE PROBLEM
The research was done as a result of the government of Kenya wanting to close down Universities or merge them and render lecturers jobless. Also this research expounds on the benefit of a University in a community, town and the country Kenya at large. Thus the government in its sessional paper 1 of 2005 undertook to promote expansion of University education in line with population growth and demand for university places and research facilities with the foresight that with FPE there would be need for more universities to complete the transition of education. Higher education institutions serve as a focal point for increasing the education level of the local workforce, home for the arts and culture, and as a source of employment. Faculty, staff and students provide a strong consumer and support base for local businesses, parks and nonprofits. Local authorities, businesses, and higher education institutions should work together to strengthen civic indicators from educational outcomes, reduced crime rates, and more accessible public transportation. Affordable, high quality off-campus housing is a concern for students as well as residents. Universities and city leaders need to work in partnership to ensure safe, affordable and accessible housing options are available
.
METHODOLOGY
A descriptive study design was employed in this survey. This enabled the researcher to study phenomena. The present study was exploratory and was appropriately executed through a descriptive survey. Survey research is a self-report study which requires the collection of quantifiable information from a sample. The study was done in Technical University of Mombasa,Moi University in Eldoret,Kisii university in Kitale, and Mount Kenya University in Mombasa County which were quantified and analysis drawn on the basis of proportions. This research design was found to be suitable for obtaining information in the Universities and the inferences derived from this study are appropriate because the variables are known and can be used to further the interest of culture in Mombasa County in Kenya. Experts in the field were also contacted. Data collection was through the use of structured closed ended questionnaire, interviews, magazines and journals.
RESULTS
Public Universities and their Campuses in Kenya
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Public University
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2
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Public University
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|
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3
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Public University
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4
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Public University
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5
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Public University
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6
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Public University
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7
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Public University
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8
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Public University
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|
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9
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Public University
|
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10
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Public University
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|
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11
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Public University
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12
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Public University
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13
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Public University
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14
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Public University
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|
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15
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Public University
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|
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16
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Public University
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17
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Public University
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|
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18
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Public University
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|
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19
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Public University
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|
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20
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Public University
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21
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Public University
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22
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Public University
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23
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Public University
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24
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Public University
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|
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25
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Public University
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26
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Public University
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27
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Public University
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28
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Public University
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29
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Below is the list of private universities in Kenya:
Zetech University University of Eastern Africa Baraton (UEAB) United States International University (USIU) Umma University The Presbyterian University of East Africa (PUEA) The Management University of Africa (MUA) The East African University (TEAU) The Catholic University of Eastern Africa Strathmore University St. Paul’s University (SPU) Scott Christian University (SCU) International Leadership University (ILU) Gretsa University Great Lakes University of Kisumu (GLUK) Genco University University of Embu East Africa School of Theology (EAST) Daystar University Africa Nazarene University (ANU) Riara University (RU) Pioneer International University (PIU) Pan Africa Christian University (PAC) Mount Kenya University (MKU) Lukenya University Kiriri Women’s University of Science and Technology (KWUST) Kenya Methodist University Kenya Highlands Evangelical University KCA University KAG East University Kabarak University International University of Professional Studies Africa International University Adentist University of Africa Read more:
MOI UNIVERSITY MAIN CAMPUS
Universities foster creativity and open debate. Universities support a number of creative activities. These, in turn, generate exciting intellectual and artistic scenes that are strong pulls in their own right. Artistic and creative endeavors can help to put a city on the map helping to boost global competitiveness. But academia’s critical cultural impulses also catalyze necessary acts of subversion and protest which help marginalized groups speak truth to power.lnside the main campus there are over 100 shops, salons,barber,cyber café,hotels,kiosks,butcheries,groceries,rental houses, bars, etc this is like a trading center which sprout up when there is a town.
MOUNT KENYA UNIVERSITY MAIN CAMPUS
The area around Mount Kenya University has improved inform of buildings,rental,infrastructure,business,tuktuk,bodaboda,uber,shops,cyber,etc Many young people have got employment and started families as a result of Mount Kenya University.
KENYA POLYTECHNIC UNIVERSITY
Many students have taken accommodation in nearby rental houses that most owners converted them into hostels to accommodate the very many students seeking accommodation. Businesses like shops, butchery, kiosks, café, cyber café, hotels etc sprung up to assist students with the necessities. This has benefited many people in employment both direct and indirect.The area called buxton,kiziwi,tudor have become known because they provide students accommodation and other personal necessities.There is selling of wares like clothes and utensils along the road
METHODOLOGY
A descriptive study design was employed in this survey. This enabled the researcher to study phenomena. The present study was exploratory and was appropriately executed through a descriptive survey. Survey research is a self-report study which requires the collection of quantifiable information from a sample. The study was done in Technical University of Mombasa,Moi University in Eldoret,Kisii university in Kitale, and Mount Kenya University in Mombasa County which were quantified and analysis drawn on the basis of proportions. This research design was found to be suitable for obtaining information in the Universities and the inferences derived from this study are appropriate because the variables are known and can be used to further the interest of culture in Mombasa County in Kenya. Experts in the field were also contacted. Data collection was through the use of structured closed ended questionnaire, interviews, magazines and journals.
CONCLUSION
University education is one of the most rapidly expanding sub-sectors of the education sector in Kenya. Demand for university education has continued to increase with many students who are unable to be absorbed in Kenyan universities seeking admission in institutions of higher learning outside the country. Historically, the contributions of universities and other higher education institutions (HEIs) (hereafter referred to collectively as universities) to their host cities or regions followed closely that of their traditional roles of providing education and research in order to create knowledge and develop human capital. There is also a third mission of universities that can include many different functions, ranging from one-way transfer of knowledge and technology to providing relevant competence, actively supporting entrepreneurship and participating in innovation activities. All of these activities form essential missions of institutions of higher learning, and are perceived by the public as such. Increasingly, however, universities are becoming involved in community development initiatives that have not been traditionally considered within their realm. Urban universities, especially, are recognizing that they must directly intervene to stem the decline of the neighborhoods that surround them. Higher education institutions are valuable commodities for their cities. Since the very beginning of American higher education, cities have fought to have colleges and universities in their communities. The reasons for this are obvious– at least to some– as institutions bring a wealth of advantages and benefits to the areas where they are located. In today’s post, I want to share an interview that I did with WalletHub regarding the role of higher education, cities, and quality of life.
RESULT
THE IMPACT OF THE RAPID EXPANSION OF UNIVERSITIES ON THEIR
NEIGHBOURHOOD DEVELOPMENT; A CASE STUDY OF JKUAT JUJA
CAMPUS.
Adeline M. Dindi
1
A paper presented in the proceedings of SABS conference on Promoting
Sustainable Built Environments: Architecture, Environment, Technology and
Society in the Global South”, (10-12 October 2013) JKUAT, AICAD Juja,
Kenya.
ABSTRACT
University education is one of the most rapidly expanding sub-sectors of the education sector
in Kenya. Demand for university education has continued to increase with many students
who are unable to be absorbed in Kenyan universities seeking admission in institutions of
higher learning outside the country. Historically, the contributions of universities and other
higher education institutions (HEIs) (hereafter referred to collectively as universities) to their
host cities or regions followed closely that of their traditional roles of providing education
and research in order to create knowledge and develop human capital. There is also a third
mission of universities that can include many different functions, ranging from one-way
transfer of knowledge and technology to providing relevant competence, actively supporting
entrepreneurship and participating in innovation activities. All of these activities form
essential missions of institutions of higher learning, and are perceived by the public as such.
Increasingly, however, universities are becoming involved in community development
initiatives that have not been traditionally considered within their realm. Urban universities,
especially, are recognizing that they must directly intervene to stem the decline of the
neighbourhoods that surround them. This paper looks at the impact of the rapid expansion of
Universities in Kenya on their neighbourhoods. The study used Remote Sensing and
Geographic Information System (GIS) to show the changes that have occurred in Juja over a
span of over 30 years. The results show remarkable change in land cover and use around Juja
since JKUAT being established as a University.
Keywords: University expansion, neighbourhood development
Introduction
University education in Kenya has experienced phenomenal growth in the last few years.
Demand for university education has continued to increase over the last few years with many
students now being absorbed in the newly created public and private universities. Previously
many students who qualified for university admission could not get admitted due to limited
facilities. The government has recently elevated several tertiary colleges to full status
universities and from the previous 7 Public universities, the country now has 22 public
universities and 17 Chartered private universities.
This rapid university expansion has been brought about by the government’s commitment to
provide quality education and training to all citizens. The initiative was begun in January
1
adindi@jkuat.ac.ke
2003 with Free Primary Education (FPE). Assuming that a child started schooling in 2003
with the FPE program, he/she should be joining the university in two years’ time.
Thus the government in its sessional paper 1 of 2005 undertook to promote expansion of
university education in line with population growth and demand for university places and
research facilities with the foresight that with FPE there would be need for more universities
to complete the transition of education. Along with that also has been the fact that education
is viewed as an investment in human capital and human capital is a key determinant of
economic growth. Thus there has been rapid growth of universities especially in the last four
years with as many as thirteen universities obtaining charters in March 2013. This is hoped to
promote economic and regional growth in the places where the universities are situated.
However this rapid growth has not been in tandem with the physical growth of the
Universities thus causing a strain on the physical infrastructure of the universities and a spill-
over effect into their neighbourhoods.
This paper envisages looking at the impact of the rapid expansion of universities on the
physical development of their neighbourhoods. The study will be limited to JKUAT, main
campus and its surrounding neighbourhood.
Satellite images will be used to show the physical development of the neighbourhood of
JKUAT and the contents of the images will be quantified and analysed to show the impact in
terms of quantities.
University Expansion
Boit and Kipkoech (2012) have identified three phases in the expansion of universities in
Kenya starting from pre-independence to around the year 2010.
The First Phase
The period between 1956-1984 was an era of planned and controlled expansion. This period
was mostly dominated by the University of Nairobi. It was also the period when the
government pursued a policy of “Africanising” the civil service by investing in the training of
high-level skilled manpower. The fundamental role of the university during that period was
seen as the production of educated elite to take up new jobs in the civil service including
those that were being left by departing expatriate staff following Kenya’s independence in
1963. The production of high-level professional personnel for commerce, industry and the
civil service was, therefore, considered the principal role of the university. (Boit and
Kipkoech, 2012). During that period university education was carefully planned and its
development synchronised with the process of national planning and development in order to
ensure that sufficient resources were made available by government to enable the university
to effectively fulfil these national responsibilities.
The Second Phase
The second phase in university development took place in the period between 1985 and 1990.
This was a period when there was unparalleled growth in public university education. In a
span of five years (between 1985 and 1990) two universities and two constituent colleges,
were established. Student enrolment consequently rose to levels far in excess of numbers
projected in the university expansion plans in the early 1980s (World Bank, 1991). This
growth was largely unplanned and came about as a result of the “double-intake” to absorb the
students from both the 7-6-3 and 8-4-4 system of education.
The public universities did not seem to be adequately prepared to handle such a large number
of students within the existing infrastructure. Construction of additional physical facilities
that had begun at the time of the “double-intake” in 1987 was still going on in some
universities while it had stalled in others due to financial difficulties. It was imperative
therefore that government had to provide additional physical facilities to enable the
universities to cope with the large number of students already on their doorsteps. The victims
of the accommodation and teaching space crisis in the public universities were the middle-
level colleges. The government phased out some of the middle-level personnel training
institutions and turned over their facilities to the universities. And this was the beginning of
phasing out middle level colleges to create universities, a trend that has continued to date.
Moi University took over the former Moi Science Teachers Training College, Siriba Diploma
Teachers College and Government Training Institute, Maseno while Egerton University acquired
the former Laikipia Teachers Training College. Kenyatta University temporarily made use of
facilities at Kasarani International Sports Complex for student accommodation and lectures. The
University of Nairobi took over physical facilities belonging to a number of government
institutions within the city of Nairobi amongst them the Government Secretarial College at
Parklands, the Kenya Institute of Administration at Lower Kabete and the Institute of Adult
Education at Kikuyu.
The Third Phase
The third phase (1991-2007) of university development began in 1991 when the government
introduced a number of policy measures to stabilize, rationalize and control university
development. One of the policy initiatives was the introduction of cost-sharing as a measure of
cost-recovery in all public universities (Boit and Kipkoech 2012). The universities were also, for
the first time, required to formulate ten year development plans to guide their physical, academic
and staff development programmes. In addition, they had to justify and rationalize their
establishments, academic programmes and budgets.
The Fourth Phase
The Fourth Phase (2008- to date) has been characterised by rapid expansion through
establishment of town campuses and constituent colleges and the rise of private universities.
A total of 15 public universities have been established (all in 2013) and 9 private
universities in addition to the 8 that already existed. One of the key changes during this
period was the enactment of Universities Act No. 42 of 2012 which commenced on 12th
December 2012 and brought about the establishment, governance and administration of
universities under same legal framework. This caused repealing of Acts of Parliament for
seven (7) public universities which operated under individual Acts. The new law also caused
some public university constituent colleges operating under Legal Orders to be upgraded to
full-fledged public universities. (CUE, 2013)
Prior to 13th December 2012, public universities were established through individual Acts of
Parliament. Following enactment of universities Act No. 42 of 2012, the public universities
have since been established through the award of charter. All individual Acts were repealed
and the previous public universities re-accredited through charter award after institutional
quality audits. (CUE, 2013)
There are now a total of 22 public universities and 17 private chartered universities in Kenya.
JKUAT Neighbourhood context
Jomo Kenyatta University of Agriculture and Technology (JKUAT) is a public university
near Nairobi Kenya. It is situated in Juja, 36 kilometres northeast of Nairobi, along the
Nairobi-Thika Highway. JKUAT’s Main Campus is surrounded mostly by residential users,
including hostels, single-family homes, apartments etc .
The university obtained a charter in 1994 and has since then expanded through number of
students and campuses without commensurate expansion in infrastructure. The major
problem with this rapid expansion is that growth in student population has not been congruent
with the corresponding increase in physical facilities and this has had a spill over effect on
the neighbourhood development.
The university hostels can accommodate only about 60% of the government sponsored
students. They comprise about 55% of the student population. The remaining 45% are self-
sponsored students who pay their full fees and have therefore to make their own hostel
accommodation arrangements. Inadequate student hostels have prompted the university to
enter into an agreement with private developers to provide accommodation for students
outside but near the university. The university then pays a certain percentage for the students
and they top up the remaining balance.
The situation described above has provided a business opportunity to private developers to
come up with developments around the university to students and staff who need
accommodation.
Challenges of Rapid Expansion
Although the quantitative growth of Kenyan university systems has been very impressive,
beyond what was envisaged in the 1960s, they have been confronted with a multitude of
problems. Nevertheless, higher education expansion has been responsible for benefits that
include political and social stability, economies of scale, equity, and increased access of
students of rural origins among others. (Boit and Kipkoech 2012
2
). Expansion of higher
education has occurred in a period of diminishing budgetary resources caused by difficult
macro-economic conditions. This has caused universities to be more concerned about the
number of students admitted in order to meet their costs than other factors. This means that
the Universities can no longer provide accommodation nor keep up with the growing number
of students in terms of providing facilities thus the proliferation of university campuses in the
Central Business Districts. The scenario of constrained resource environment combined with
rapid increase in student enrolment has had a number of adverse effects on neighbourhood
2
development. Some of which are a) Unplanned growth b) Congestion c) Environmental
degradation d) increased cost of land and construction materials costs.
Unplanned growth
The pressures of continuous growth of the university have gradually caused change in the
surrounding environment and neighbourhoods. There has been loss of agricultural land, open
space, ecologically sensitive habitats such as wetlands etc. In other words there has been
urban sprawl. While the University has tried to collaborate with the community to control
these developments, not much has been achieved to due bureaucracy and lack of funds from
the Local Authority. The most remarkable change has been the growth of hostels around the
university.
Congestion
Hostels, small businesses especially open air businesses, residential houses all have come up
in order to fulfil the demand created by staff and students of JKUAT. This has caused
congestion in the area. The university is like a palace surrounded by a big slum. There are
motor cycles and bicycles all add up to the already serious problem of congestion.
Environmental degradation
There are many environmental problems that pose a threat both to the University and its
neighbourhood. The university on occasions has raised the issue with the community. There
are issues such as waste water disposal, lack of proper drainage, solid garbage waste
collection, etc. The university is constantly concerned about hostel owners releasing their
waste water and solid waste into the university’s storm water drainage and selling of wares
like clothes and utensils along the road that leads to the university which creates unsightly
image of the institution on the outside.
Increased cost of land and construction materials
Due to the high demand for hostels and accessibility to the highway, land costs have risen
drastically. Farther, land has been subdivided into smaller parcels which are not effective at
all for farming
he presence of JKUAT in Juja has caused marked changes on its fabric especially from the
year 1994. Below are satellite images taken in 1976, 1988, 1995, 2000 and 2010. The images
were sampled conveniently due to their availability. However it was necessary to show how
land use has changed over the years, from the time the institution was a college to when it
became a public university to date. In 1976 the University did not exist since it was
established in 1981 as a middle level college by the government. The land was donated in
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