Academic literature on the topic 'Education, Higher Education, Higher Kenya'

Higher education in developing countries presents an opportunity both for investment and development, if specific challenges can be overcome. This article looks at the opportunities for higher education in a developing country, Kenya, and how these experiences have enabled an identification of issues that must be dealt with for higher education to grow both as an investment and capacity-building opportunity for developing countries. It offers a brief narrative on the history of higher education in Kenya, and the types of higher education collaborations. Using a case study of a long established transnational education collaborative partnership between INtel College, Kenya, and the University of Sunderland, UK, it explores the framework for such operations and challenges and perspectives of the partnership. Finally, it presents a view of the future of transnational education in a nation which indeed may have relevance in any developing country.

The contours of social exclusions are broad and varied. However, tackling exclusion is like policy creation. This study sought to bring out the progress on inclusive education by addressing policy elements in exclusions and inclusive as its main objective based on the scope in policy creationand implementation in higher education. The study used theories; Heutagogy of Stewart Hase (2000); or the self - determined learning as well as Herbert Simon’s social learning (1947) theory or the social discourse theory. The study design was explorative with case surveys from the global trends as a benchmark for its scope including Kenya using the content analysis of Salamanca conference on inclusive education and Education For All and expectations thereafter from the year 2015. The lessons have been derived from survey cases of countries benchmarked as a basis for policy analysis, planning, implementation and for adoption for other countries like Kenya.

The connection between higher education and peacebuilding remains largely uncharted. This article explores how internal armed conflicts have affected higher education institutions in Colombia and Kenya and their ability to promote peacebuilding. Despite the differences in context and the evolution of the conflicts, in both countries the transformation efforts started during the conflict stage.

<p>The disparity in higher education participation is a perverse problem in most developing<br />countries. The purpose of this study was to examine the socio-economic distribution of<br />students and higher education participation of students in Kenya from three dimensions:<br />students’ parents socio-economic backgrounds, parental occupational status, and parental<br />level of education. The survey sample compromising 581 respondents was selected from<br />three higher education institutions namely; a public university, a private university and a<br />polytechnic institution. Findings indicatethat despite the overall expansion towards mass<br />systems imbalances in participation based on student socio-economic background is a major<br />factor in Kenyan higher education institutions. The study reveals that higher education is<br />selective, not only in terms of type of secondary school students attended but across parental<br />traits such as father’s education and occupation. The economic capacity of parents is very<br />crucial in determining who can take advantage of the best available education provision and<br />how far a student goes up the education ladder. These findings further confirm the perverse<br />social selection and class bias in higher education institutions with students from lower<br />socioeconomic backgrounds less likely to participate in higher education as students from<br />middle and higher socioeconomic backgrounds. This makes higher education access in Kenya<br />to be highly inequitable. This disproportionate representationpresents a major challenge for<br />education policy. In order to achieve equity and enhance access to tertiary level education,<br />amongst all socio-economic groups, the government should seriously address disparities in<br />school outcomes, both at primary school level and between the various secondary school<br />types and barriers to access that are due to financial obstacles.</p>