Kenya’s university expansion is an achievement worth protecting. But the
country must now confront an uncomfortable question: are we producing the
skills needed to build a productive economy, or simply more degree holders?
The numbers tell an important story. University enrolment rose from 546,700 in 2020 to 630,200 in 2024. Over the same period, Tvet enrolment surged from 469,100 to 751,000.
The message is clear. Kenya needs to place greater emphasis on technical
and practical skills.
Universities should expand programmes in engineering, technology, applied sciences, agriculture, manufacturing, artificial intelligence, energy and other fields directly linked to economic production.
This does not diminish the value of humanities and social sciences. A modern society needs both. But the balance must reflect the skills demanded by a changing economy.
The Asian economic transformation offers useful lessons. Countries that moved rapidly from low-income to industrial economies invested heavily in technical education, science, engineering, research and industry-linked training.
Kenya must also tackle the financial sustainability of its universities.
The Treasury cannot indefinitely carry the growing burden of higher education. Universities should aggressively develop own-source revenue through research commercialisation, patents, consultancy, professional training, technology transfer and partnerships with industry.
Such income should help finance laboratories, equipment, research and innovation rather than leaving institutions perpetually dependent on government allocations.
The goal must be bigger than producing graduates.
Kenya needs universities that produce skills, inventions, enterprises and solutions — and help turn knowledge into economic growth.
