Adding Value to Knowledge or Eroding the Quality of Education? a Critical Examination of the Module II Degree Programmes in Kenyan Public Universities

Abstract

Faced with the complex challenge of meeting rising demand in the face of declining government funding since the late 1980s, public universities in Kenya have had to seek alternative income-generating activities, as well as innovative and flexible programming. Among the reforms implemented in Kenyan public universities, beginning in 1998, to address these challenges, were the Module II degree programs, popularly known as the parallel degree programs, which exist alongside the “regular” or Module I degree programs. Students choosing the parallel module II program are self-sponsored as opposed to students in the module I program who are either fully or partially supported through some form of government funding. Tuition fees for students in the two Modules differ considerably; with those in the parallel module II paying much higher fees which are comparable to those charged by private universities. While these programs are increasingly popular and may actually be opening up access to higher education, and while they are undoubtedly profitable, their overall impact with regard to addressing the broader goals of social cohesion and redressing historical socio economic imbalances need to be interrogated. Also, despite the increasing student enrolments, the universities have neither provided modern teaching and learning resources nor upgraded facilities and infrastructure at the universities. Additionally, the high student numbers have resulted in heavy teaching loads while professional development opportunities for faculty have remained very limited. The desirability and sustainability of these programs within the overall project of university education in Kenya are issues that need to be critically interrogated. In this chapter, we trace the development of module II programs in the Kenyan university education landscape and critically examine their rationale, strengths, and drawbacks. Ultimately, we engage a discussion on the suitability and sustainability of neoliberal approaches to the provision of public university education in Kenya.