- Thursday, 21 September 2017 MKU is now a member of United Nations Academic Impact (UNAI)
- Thursday, 21 September 2017 Academic Guidelines on:
- Wednesday, 20 September 2017 MKU Foundation donates KSH 10 Million
- Wednesday, 20 September 2017 Makerere University and MKU signs an MoU
- Tuesday, 19 September 2017 Graduation fee review notice
- Wednesday, 13 September 2017 Frequently Asked Questions on Implemented Biometric Technology
- Monday, 04 September 2017 Digital Varsity Call for September 2017 applications
- Monday, 04 September 2017 September 2017 Intake Registration Procedure
- Saturday, 02 September 2017 Government sponsored students to report in September 2017
UoN, MKU and Moi varsities top in science teaching – study
The University of Nairobi is leading in the public universities category while Mt Kenya University is ahead in the private category, according to Professor Herman Manyora – a lead consultant with CPS International – who released the findings of the study dubbed “The State of Sciences Training in Kenyan Universities: Make Science Great Again” on Wednesday.
In the top 10 chart, UoN scored 9.8 per cent followed by Kenyatta University (9.7pc), Moi University (8.3pc) and Maseno University (6.7pc).
Others in the top 10 list are Egerton University (5.1pc), Catholic University of Eastern Africa (4.1pc), Chuka University (3.5pc), Mount Kenya University (3.3pc), Daystar University (3.2pc) and Maasai Mara University (2.7pc).
He attributed lack of funding needed to run science courses to the strain universities are facing and concluded that private investors find it more viable to invest in arts programmes.
“Public universities have more science programmes than private ones given the kind of input and resources required to launch such programmes,” Manyora said.
“Science courses in public universities account for 69.1 per cent of all courses offered while arts account for 30.9 per cent. But again, sometimes things we don’t consider sciences have been categorized as such in various universities,” he pointed out.
The private institutions according to the study, account for 34.4 per cent of all arts courses offered nationwide.
Compared to top five public universities, data collected during the research conducted between February and April 2017 indicates private universities offer 7.2 per cent of all science courses in the country compared to 46.1 per cent in public intuitions.
The study however, notes an increasing investment in science oriented courses, bringing the cumulative uptake by private universities to 13 per cent of all enrollment within the privately owned centres of higher learning.
“Government capitation for private universities is nil compared to their public counterparts who get 48 per cent government capitation and 5 per cent research fund,” Manyora said.
He also noted the recent introduction of State sponsored programmes in private universities as an indication of a brighter future ahead saying it will boast revenues for private varsities.
In the arts category, UoN, Moi, KU, Egerton and Maseno universities still topped the list.
Maseno University also leads in the number of certificate and diploma programmes offered which tallied at 34 and 43 respectively during the study.
The University of Nairobi and Kenyatta University of Science and Technology follow with 28 and 15 certificate and diploma programmes respectively each.
Egerton and Kenyatta University complete the top five list with seven certificates and 16 diplomas, and three certificates and 11 diplomas respectively.
On income generation, universities heavily depend on student fees the study indicating a whopping 81 per cent of revenues in public universities were generated from fees, the same only accounted for 42 per cent of revenues generated by private universities.
Government capitation followed in income generation accounting for 48 per cent of all revenues collected by public universities.
Third in the list of income generating streams is research grants which account for two and five per cent of revenues in private and public institutions of higher learning respectively.
The study was conducted using both qualitative and quantitative methodologies with a saturated census sampling design.