The Business and Technical examinations are offered twice every year, in July and November. /AI ILLUSTRATIONThe Commission for University Education (CUE) has flagged major gaps in data on academic resources in Kenyan universities, with more than half of the resources classified as “Not Specified”.
The 2025 University Statistics Report says universities reported 16,143 academic resources, of which 8,684, or about 53.8 per cent, were not specifically identified.
The unspecified resources exceeded all clearly defined categories combined, raising questions about the reliability of data available to regulators and institutions for planning and assessing the adequacy of facilities.
“A striking feature is the large proportion of resources categorised as ‘Not Specified’ (8,684; approximately 53.8 per cent), which exceeds all clearly defined resources combined,” the report says.
CUE says the scale of the unspecified category limits the ability to establish what resources universities actually have and which are critically needed.
“This points to significant data gaps that may limit accurate assessment and effective planning,” the report says.
CUE requires universities seeking registration to demonstrate that they have adequate academic resources, making accurate information on available facilities important for quality assurance and institutional planning.
The report says the resources captured in the 2025 data were largely concentrated in traditional physical infrastructure, while digital, research and student-support facilities accounted for smaller proportions.
It identifies digital and ICT-related resources as a particular weakness, including software, digital platforms and IT support services.
“A more critical gap lies in the underdevelopment of digital and ICT-related resources, including software, digital platforms and IT support services,” the report says.
CUE warns that weaknesses in digital infrastructure could constrain universities' transition to more flexible and technology-driven forms of education especially upon enrolment of Competency-Based Education learners.
“This weak digital ecosystem may slow the transition toward modern, flexible and technology-driven education systems, limiting the adoption of e-learning and reducing institutional resilience and global competitiveness,” the report says.
It also links poor resource classification to wider concerns over equity and sustainability as university enrolment continues to grow.
“Furthermore, the large proportion of resources categorised as ‘Not Specified’ highlights significant data gaps, which undermine planning and policy decision-making,” it says.
CUE recommends that universities and regulators improve data classification and reporting to enable more accurate monitoring of resources, effective planning and evidence-based decisions.
“Universities and regulators should address gaps in data classification and reporting to ensure accurate monitoring of resources, enabling effective planning, equitable allocation, and evidence-based decision-making,” the report says.
The Commission further recommends increased investment in digital resources, e-learning platforms, software and IT support systems, alongside funding for research facilities, laboratories and innovation hubs.
It also calls for better access to libraries, computer laboratories, study spaces and collaborative learning facilities to improve students' academic experience.
