Kenyan Scholars Deserve Better

"The perception that university education is a great social and economic equalizer is rapidly turning into a myth in Kenya, as it has failed to provide well-paid jobs to many degree-holders. A World Bank report shows that it has become almost impossible for most graduates to get good jobs. Unfortunately, the issue is not because there are too many graduates chasing few jobs, but because most graduates lack the necessary skills that the job market demands." Wachira Gigotho 10/02/17 Kenya Standard Media

There is no doubt that higher learning in Kenya is under fire. There is intense pressure for universities and colleges to perform better. Some are calling for complete reform for the 70 Kenyan Universities. 

The key question for most scholars is whether there is a job opportunity available after they have completed their studies.  According to the ‘Expanding Tertiary Education for Well-Paid Jobs: Competitiveness and Shared Prosperity in Kenya’ report, “the delivery of quality education, including tertiary, should build the skills base of youth, enhancing their capacity to accrue higher earnings, contribute to improved national productivity and eventually lead towards healthy and sustainable livelihoods.” 

Private sector employers reiterate a common theme that students are ill prepared for the market place. While knowledge might be in abundance, the practical skills necessary to succeed are lacking. The public employment sector can only absorb so many and presently jobs there are scarce and difficult to find. 

CES Kenya Patron Malik Khaemba confirms the fact that a number of highly qualified CES graduates who have completed their degrees at top universities in the country, systematically experience rejection in their job search. Reasons given are gender bias, tribalism and a CV that does not include the "right" references or place of learning. "Our graduates become discouraged and our only response is to say...keep trying and never give up the search for a meaningful job."

The sad part of all this is that graduates likely to stay unemployed for a longer time, or remain stuck in low-paying jobs are those from newly-accredited public and private universities. That includes the many satellite campuses that do not have sufficient resources for staff, research and academic excellence.

A British Council supported study, ‘Graduate Employability in Sub-Saharan Africa,’ indicated that most employers in Kenya preferred graduates from University of Nairobi, Kenyatta University, Moi University, Strathmore University, KCA University, Maseno University, Catholic University of Eastern Africa, Jomo Kenyatta University of Agriculture and Technology, Egerton University and Masinde Muliro University of Science and Technology, in that order. The difference is that staff in these institutions teach as well as conduct research.

Universities need to offer quality and relevant programmes that would enable local companies to recruit workers with an appropriate mix of applicable skills and knowledge. Instead of duplicating degree programmes of the established universities, the regional universities establish their own academic missions and build degree courses to that reflect the needs of the local labour market. 

Half-a-million Kenyan university students now enrolled deserve to know that their studies are not in vain. They need to learn and practice quality skills that are relevant to the needs of the labour market and to their individual prosperity. 

CES Canada has offered through CESCED continuing education program an ICT module for secondary education and Leadership Training for university students. The CES Internship Program provides students an opportunity to mentor students and to act as teacher assistants while waiting for university entrance. CES in Kenya recognizes the need for graduates to be fully prepared for higher learning and to that end encourages its 250 students through conferences and small group training in topics that include Healthy Living, Career Education and Entrepreneurial growth and development. 

CES promotes the concept that while quality higher education can eradicate poverty and promote a better society, it remains critical that skills development accompany the degrees obtained.