Wed 20th Feb 2013 - A Nairobi university student was yesterday morning arrested after he attempted to rob a police officer of his mobile phone along University Way in Nairobi. In the company of other two accomplices, it is reported that they attacked the police officer who was walking home after his night duty at Central police headquarters. When reached for comments by our crew, Central OCPD Robinson Mboloi said that the officer raised alarm while chasing the three and other passersby joined him in that hot pursuit before they arrested the suspect. It was realized at the instant that the guy was a University of Nairobi student. The two others managed to escape on foot and police are looking for them. This comes amidst several complaints of increased numbers of attacks by the road users who have lost their properties especially whenever there is a traffic jam. When reached for comments a student leader from the University said that they were planning to demonstrate to show their fury about widespread insecurity in the adjacent areas.
The conference included participation from medical, psychosocial, security, alcohol & substance abuse departments, with most of the representation being from the student government. Government and civil society organisations working within gender based violence were also represented. This multi-departmental and multi-sectoral engagement resulted in the creation of 22 policy recommendations and an action plan for the university. The process was strengthened by making the students an integral part of the entire process. This ensured that the recommendations were made with the students’ needs and opinions at the centre. This was a huge step because it showed the university’s commitment to make the campus safer for all students, particularly the female students. The action steps implementation process shall begin in 2017, as we work towards ensuring that every university in Kenya, both private and public, has a gender based violence policy and adequate implementation strategies.
Where Mount Kenya's Farida and Esther took Gold and Silver respectively, Nelly Phoebe of Chuka university took the bronze medal. Ladies kata was followed by Ladies Kumite, (sparring). This is where Chuka is best know for. All the medals except bronze medal, in this category were banked by Chuka university's Nelly Phoebe and Lerensia Kibidi for Gold and silver respectively. Nelly, beat Mt. Kenya's Esther 8-2 to make it to the final with her team mate Lerensia Kibidi. She won 9-4 againts Lerensia.That's give a total of 3 medals already if you were counting. In Men kumite, now the real spar, Chuka university took the Gold medal, Barrack Ronald brought it live, after beating Nyongesa of Mount Kenya university 8-0, that's a knockout I tell yah! There seems to be a problem though. Yes it exactly what you are thinking. The players were not given any allowances and some played on empty stomachs. Could it be reason they didn't scope all the medals? Now they plead for compensation as indicate by a Facebook post on the popular student chat group, Chuka University Live.
Mount Kenya University (MKU) is a fully fledged chartered university committed to a broad-based, wholistic and inclusive system of education. It has an overall goal of promoting human resource development for society’s progressive good. The university has adopted several international best practices in its core functions, which has enabled its students and faculty win awards, thus stamping its authority as a centre of excellence. At its main campus in Thika town in the outskirts of Kenya’s capital Nairobi, the university is transforming a hitherto industrial town into an educational hub. At the same time, it is widening access to higher education for the larger East African Community through a well-structured network of campuses. The university also offers a wide-range of academic and professional courses, through various flexible modes that include virtual learning,evening classes , weekend classes and School based. The award-winning university library and the imposing Chancellors Tower at Thika Main Campus make the university unique. The university’s distinct blue and light yellow corporate colours are a byword for academic excellence to many students and potential employees looking for an increasingly competitive, well-trained manpower.
The Kenyan university is in the throes of a major crisis. The university, in its current form, is on its deathbed, and like the pupa, will either emerge as a butterfly and MUT SoE fly away, or stunt and wither. Apparently, the leadership of the Kenyan university does not seem to have realised this. There are several dynamics affecting university education today. The new economy is looking for new skills, but universities seem stuck in a time warp. Faculties such as commerce and engineering, in most universities, are still stuck in their traditional disciplines despite the explosion in specialisation in those sectors. The irony is that Kenyans are now going abroad to gain skills in disciplines such as petroleum engineering.
Other faculties are faring much worse. The Matiang’i whirlwind that has turned the education system on its head over the last three years should have been seen by universities as the crisis opportunity that many organisations need to overhaul themselves. Instead they have spent the last few years fighting a battle of attrition against the Commission for University Education (CUE) and its demands for reforms. Globally, the trends in university education are changing. The new trends demand that universities train graduates with global competence, professionals with capacity for work across borders and across cultures. This calls for internationalisation of the university system in countries, with strong and functional links across the global university chain.
Universities that are not working towards training graduates with global competence are not only doing their students great disservice, but are out of sync with the new global trends. What is the university leadership doing to transform the country’s universities, both public and private, into institutions capable of training the 21st century graduate? The university of the 21st Century is a different animal altogether. Are our universities up to it? Lecturers have reduced themselves to the level of dukawallahs. How can the whole system of university faculty demean themselves to the level of artisans by going on strike, not for research funding, not for opportunities for sabbaticals, no. But for a 10 per cent increase in wages!
Salary should be the on the lowest rung when it comes to the reward system for university faculty. Is this what the country’s top brains are capable of? Just a question to these lecturers: when was the last time any of them wrote a research paper that was published in a peer reviewed journal? Who will transform Kenya’s universities? Which vice chancellor wants to lead Kenya, indeed Africa, into creating the new Harvard of Africa? Great universities have managed to integrate themselves into the corporate world and create great alumni associations that have brought them huge grants, research partnerships, endowments et al. These universities are rich and pay their lecturers top dollar.
They continuously develop their faculties. They attract the best from anywhere in the world to join their teaching and research staff. When will the Kenyan university aspire to these heights? Students have started voting with their feet. Many universities will atrophy. The leaders of these institutions cannot see the coming storm, even as many universities and courses have started attracting zero students. The university leadership needs to benchmark with the great universities of the world. The future of university funding is not government, not for universities that want to thrive in the 21st Century. Universities are endowed with the best brains, an international environment, and the leeway to create so much energy, work, initiatives. Can any university in Kenya truly call itself a centre of excellence attracting hordes of international students? When will a Kenyan university be sieving students from across the globe clamouring to enter its doors as a veritable citadel of knowledge? Kenya is working towards becoming a global financial centre, a growing mining sector, while the computing explosion is creating a digital revolution. This is part of the new economy that requires highly skilled professionals. Right now, many of these professionals are either trained outside the country or imported — in a country with at least 70 universities.
At Kenyatta University, the ASU team met with colleagues from early childhood education, special-needs education, engineering, international programs and collaborations, and the Office of Disability Services. Kenyatta University (KU) is a public research university just outside of Nairobi and is one of the top universities in Kenya, ranked second among all public and private universities in the country. The group also visited the Thika location of Mount Kenya University — a highly ranked private university. The ASU team met with colleagues and representatives from special needs, education and the Quality Assurance & Linkages Office. The conversations on campus were followed by a visit to Joytown School for the Physically Disabled.
Swadener and Farago also had meetings at Moi University in Eldoret. Quinn visited several primary schools for the deaf in the region, both residential and mainstreamed format. He also went to see vocational training sites for young adults who are deaf. During those visits, he identified a significant need for speech pathology services. This area promises great potential for collaborative efforts between the speech and hearing science academic program and Kenyatta University’s communication disorders department. The goal of the visits was to establish collaboration agreements with ASU that create the framework for easier facilitation of faculty exchanges, student exchanges, joint research collaborations, and study abroad programs, among other activities. Arizona and Kenya share features and concerns in many areas, among them issues related to climate change, water, drought, mining, land ownership, indigenous populations, cultural and linguistic diversity, tourism, border insecurity, drug trafficking and poverty. An abundance of collaborative and comparative research projects and exchanges involving Arizona and Kenya is foreseeable.
Leading the delivery of high quality ICT services across the University to provide optimal levels of support for the University’s key operational requirements. Identifying and defining specific ICT business requirements in collaboration with directors, managers, clients across the University and third party stakeholders to develop tailored ICT solutions. Implementing new systems, technologies and services to deliver innovative and flexible ICT solutions that achieve business requirements. Developing, implementing, reviewing, evaluating and reporting on the University’s ICT strategic, business and operating plans and associated projects, ensuring alignment with the strategic directions of the University. Analyzing and reviewing ICT service delivery to identify opportunities to improve and enhance the services for the University Key challenges. Managing client expectations and delivering outcomes to agreed targets and timeframes. Identifying and addressing complex ICT service delivery issues and providing alternate solutions based on well considered and balanced assessment of the facts and consequences. Assessing and responding to the impact of changes in the operating environment ensuring a high level of integration with the university’s strategic direction. Masters degree in an IT field. 4. Mount Kenya University is an equal opportunity employer. 5. Only short listed candidates will be contacted. Don't Miss Your Next Job & Best Career Advice.
Western College of Hospitality and Professional Studies (Wechaps College) - Main Campus in Kisumu. Pioneer's Training Institute School of ICT & Hairdressing and Beauty (Pioneer College) - Main Campus in Nairobi.branches in Umoja1 Opposite, Umoja1 Market,Komarock,Nakuru.(Nakuru Nyahururu road,Ahero Maili sita Next Grace Bible College. Elite Centre (skills training like soapmaking, shampoo, lotions and information technology), branches in Embakasi bBehind AA, Syokimau, Riruta Satellite. Superior Group of Colleges Int (main campus: Nakuru; other campuses: Kisumu, Eldoret. Nakuru Institute of Information Communication Technology Prestige mall opp. Gibcon house kijabe row off Kenyatta avenue. Bell Institute Of Technology, Asili Co-Op house, Moi Avenue, Nairobi.
0 of 8192 characters usedPost CommentNo HTML is allowed in comments, but URLs will be hyperlinked. Comments are not for promoting your articles or other sites. Good work Hub pages for featuring my first article. Hope readers will enjoy reading about the communication and culture as catalysts for rewriting the African narrative in Kenya. Lets enjoy to read this best ever article on religion. God bless all my readers. Good work Hub pages for featuring my first article. Hope readers will enjoy reading about the communication and culture as catalysts for rewriting the African narrative in Kenya. Lets enjoy to read this best ever article on religion. God bless all my readers.
This paper presents the results of an exploration of factors influencing the organisation and conduct of academic research collaborations in Kenya. A mixed methods research design, involving 248 academics in four disciplines across four major public Kenyan universities, was employed. The study reveals a relatively high level of collaborative research which varies by disciplinary areas. Resource dependence emerged as having a strong influence on decisions to collaborate for this community. This was mainly attributed to low levels of investment in funding research, at both the institutional and national level. At the institutional level, inadequate policies, high levels of bureaucracy, competition among local institutions, weak links with industry, and a major focus on teaching as opposed to research, were reported as barriers to collaborative research. These contextual issues informed the resulting discussion of factors that affect collaborative research in Kenya.
NAIROBI (Reuters) - Kenyan university students marched in the capital on Tuesday to demand more security from the government after gunmen killed 148 people at a campus in the eastern town of Garissa last week. A citizens group held a vigil in Nairobi’s main park later in the evening, grieving for those killed in the attack claimed by al Shabaab Islamists based in neighboring Somalia. Last Thursday, gunmen from the al Qaeda-aligned group stormed Garissa University College, some 200 km (120 miles) from the Somali border. On Tuesday, hundreds of students from different universities walked through Nairobi’s streets, singing and shouting.
Some headed to the president’s office to present a petition. "Enough is enough. The government must tackle the issue of insecurity seriously," said John Derrick, a student at the Technical University of Kenya. Government officials were not immediately available to comment. The local Citizen Television reported that the government had frozen 86 bank accounts and 13 foreign exchange bureaus and hawalahs, informal money transfer shops, to cut off funding for radicals linked to al Shabaab. During the vigil in Uhuru Park, hundreds of people lit candles and placed roses in a corner where dozens of white crosses were planted and adorned with Kenyan flags. A white board with pictures of the victims stood next to the crosses with a solitary yellow rose at the top.
Njoki Kamau, a mother of four with a girl in college and a boy in high school, said the attack in Garissa had left her feeling even more vulnerable. "This thing has hit us really hard," said the school administrator, before laying a rose among the crosses. "As a Kenyan, I don’t feel safe anymore," she said, adding she had put the safety of her school-going children in God’s hands. Six suspects were taken to court on Tuesday in connection with the attack, the national prosecutor’s office said. Prosecutors said the chief magistrate granted them 30 days to complete investigations while holding them in police custody. Al Shabaab has killed more than 400 people on Kenyan soil in the last two years, including 67 during a siege at Nairobi’s Westgate mall in 2013, piling political pressure on President Uhuru Kenyatta that intensified with last week’s killings. Kenya has struggled to stop militants and weapons cross its 700-km (440-mile) border with Somalia, and the violence has damaged the economy by scaring away tourists and investors. On Monday, the Kenyan air force launched air strikes against al Shabaab targets in Somalia.
Universities are at the forefront of any country’s economic development efforts. They play an invaluable role in passing knowledge on to the next generation and creating new knowledge through research. Both these endeavours can set graduates up to contribute to their country’s growth. In this vein, more universities around the world are paying attention to entrepreneurship education. The idea is that graduates with entrepreneurial skills may have a high chance of creating work and livelihoods for themselves and their communities. Some universities combine this training with their community engagement projects. In this way, students learn to be social entrepreneurs: people who can set up and run community projects. A number of institutions nurture social entrepreneurship by setting up incubation centres dedicated to this work. These centres provide a platform where ideas are nurtured into viable business through expert mentoring; some help students access initial funding for their ideas.
This training can benefit a multiplicity of people. The students learn skills and can go on to create social enterprises that help communities or vulnerable groups. Some universities in Africa and around the world are deliberately adapting their curriculum to nurture social entrepreneurs at various levels undergraduate and graduate. They don’t just offer entrepreneurship training to business students. Instead, they work with undergraduate students across diverse faculties. My colleagues and I wanted to know whether Kenyan universities were taking this or similar approaches to social entrepreneurship training. So I conducted a study, whose results I’ll present at the Zambia Association of Public Universities and Colleges’ conference in late April 2018, with eight of the country’s public universities and three government institutions.
These were the Commission for University Education, Kenya Vision 2030 Secretariat and the National Commission for Science, Technology and Innovation. I conducted interviews and examined policy frameworks, priorities, agendas and strategies related to social entrepreneurship training. The study found that all eight universities were working to develop and encourage entrepreneurship as a means of diversifying access to livelihoods. But most of these programmes lean more towards business entrepreneurship and have a weak social orientation. This is a shortcoming that must be addressed. All eight of the universities we surveyed offer at least one course unit about entrepreneurship. This suggests that Kenya’s universities have recognised how important such skills are.
These courses are also very popular; there is great demand among students for them. This suggests that students, too, can see how vital entrepreneurship skills could be for their future in the world of work. The courses in question are offered in a variety of ways. Some are for undergraduates; others cater for postgraduates. Some are full degree programmes and others are just part of other courses. What’s missing is a focus on social entrepreneurship. The courses we examined tend to focus on developing entrepreneurs who can handle self-employment and create their own work. They had little or no focus on social entrepreneurship.
This makes sense when considering the country’s broader policies on job creation and entrepreneurship. Kenya’s economic blueprint outlines the commitment to creating an environment suitable for entrepreneurship and innovation through training. The intention is to equip learners with knowledge, skills and competencies so they can work and earn a living. Tellingly, social entrepreneurship is never mentioned in the document. It makes sense that universities are taking their lead from government policies. But Kenyan researchers have, in the past few years, started calling for universities’ entrepreneurship training to shift its focus from the purely economic to include social responsiveness. This is because social enterprises have the ability to bring change for the better by tackling social problems and improving the lives of individuals and their communities.
They enhance growth by facilitating the flow of resources to where they have the largest economic and social benefit. This makes social enterprises especially suitable for developing countries. There are problems even where universities do offer social entrepreneurship training. The teaching methods used aren’t necessarily fit for purpose. Most courses that we studied for my research involved lectures and no practical training. This flies in the face of the methods suggested by researchers to make social entrepreneurial learning truly valuable. These methods include case studies, role playing, project based methods and guest lectures by people already working in social entrepreneurship. Peer assessment and reflective accounts are also useful tools, but are largely lacking at the universities we surveyed.
Such approaches are important because social entrepreneurship training should blend traditional economic and business lessons with real-world practical experiences and challenges. This is where dedicated business incubation centres could be useful. There are about 7 000 such centres worldwide; they are not particularly widespread in sub Saharan Africa apart from in countries like Nigeria and South Africa. And university business incubators are only just becoming more common in Kenya, so it’s difficult to quantify their achievements and measure their performance. However, most Kenyan universities have some kind of systems in place - at departmental, faculty or institutional level - to support business innovation ideas. These focus on intellectual property units, innovation databases and the allocation of budgets for innovation. The innovations incubated through these systems over the past decade have addressed everything from agriculture and energy to water and sanitation. My study found that around 50% of these interventions can be categorised as social enterprises. We recommend that universities must deliberately prioritise social entrepreneurship training and innovations. This could happen through existing systems or by setting up dedicated business incubation centres. Training should include a variety of teaching methods rather than just lectures, to ensure real value for students.
Almost 150 college students are dead after Muslim terrorist group Shabab, a Somali affiliate of Al Qaeda, stormed a Kenyan university yesterday morning, shooting any student who said that they were Christian. Authorities say that early Thursday morning, anywhere between four and 10 militants stormed into Garissa University College dormitories, separating the Christian students from the Muslims. By the time Kenyan officials arrive, the terrorists had killed 147 students. This is Kenya’s worst terrorist attack since the 1998 bombing of the U.S. Soon after the attacks took place, Ali Mohamoud Raghe, a spokesman for the Shabab, spoke out via an audio message, taking responsibility for the massacre, citing that the "Christian government of Kenya" has invaded their home country of Somali. He said that they blamed the university for spreading Christian ideals. Yesterday, Kenyan president Uhuru Kenyatta vowed to combat the terrorists and called nearly 10,000 police recruits into duty. The police officers join the hundreds who have already been recruited to try and stop the Somali militants, who have been wreaking havoc on Kenya for years. Two years ago, 67 people were killed after members of Shabab released gunfire in a Kenyan mall.
Five Kenyan universities have made it among this year's world's leading 2,500 institutions of higher learning. This figure is a slight improvement as four Kenyan universities were on the list compiled by the University Ranking by Academic Performance (URAP) in their previous edition covering the 2017-2018 period. Joining the list of Kenyan universities in the latest ranking is Egerton University at position 1,794 globally and at 64th in Africa. Egerton University is at second position in Kenya, behind the University of Nairobi (UoN) which is the highest ranked Kenyan university at position 1,317 globally and number 39 in Africa. Jomo Kenyatta University of Agriculture and Technology (JKUAT) retains its ranking as the third best varsity in Kenya, ranking 2,248th in the world and 94th in Africa. Moi University drops from being ranked second in Kenya and falls to fourth, ahead of Kenyatta University which drops down one place to fifth. Moi University is at number 2,269 in the world and 95th in Africa while KU places 2,354 globally and 104th on the continent. All Kenyan Universities dropped in their ranking as per last year, with UoN dropping 53 places globally, JKUAT falling 35 spots, Moi a massive 263 positions and KU falling 72 places. Egerton and JKUAT managing a B. Moi and KU are rated B-. The rankings see Havard University (USA) top the list, with the University of Toronto (Canada) and Oxford University (UK) following respectively. This top three order is unchanged from the previous ranking.
The number of high school graduates in Kenya has risen over the years and so has the demand for higher education. The middle level colleges have come in to fill this gap for otherwise qualified students who couldn't make it to the Kenyan Universities. Applying to Kenyan Colleges has become quite tedious because of the mushrooming of the Colleges left, right and centre. Many students apply for courses in IT, Computer Science and Business because these are the skills which are high in demand at the moment. It is very hard to identify the Colleges but some guidelines might be useful in selecting the right College. First, you should examine the facilities of the college you intend to attend. The best Kenyan Colleges usually have an array of facilities in order to make the learning of a student worthwhile.
Some IT colleges in Kenya even go to the extent of providing a laptop for each student as well as unlimited internet connection. Similarly; the best Kenyan Computer Colleges give external exams in addition to their own internal exams. This gives the College validity and accreditation which is highly valued by the Kenyan employers. You would be amazed at how many Kenyan Colleges offer exams that many employers have no idea of. This can be a very traumatizing experience for a Student. Though some computer Colleges in Kenya are widely acclaimed and recognized both at home and abroad, many offer such substandard education that one would be amazed at why they charge such ridiculous fees. It is for this reason that you should take extreme caution when applying to a Kenyan College.