Changing the course: equity effects and institutional risk amid policy shift in higher education financing in Kenya

Reform in higher education financing in Kenya has been occasioned by both endogenous and exogenous variables. Internal pressures of a declining economy, rapid demographic growth and increased inter-and intra-sectoral competition for scare financial resources, couple with external neo-liberal doctrine championed by global donors like the World Bank have resulted in a new market-competitive policy of financing higher education. This paper analyzes the equity and risk effects of the new policy for the main stakeholders, namely students, academics and institutions themselves. The paper contends that the policy shift has had a significant effect on equity just as it has introduced universities to risks through engagement in academic capitalism with its emphasis on marketization of university programs and services. The paper concludes with suggestions on some policy options that could help to mitigate the negative consequences of this new policy.

远征

在当今全球超过50起暴力冲突中,近30万的孩童成为了士兵.我们从来没有审视过在一个孩子眼中,残酷的战争会是什么模样.A Long Way Gone就是一个名叫Ishmael Beah的塞拉利昂男孩的战争回忆录.下面这一段是作者回忆儿时对战争的印象,有一种事不关己的感觉,为下文的参加战争到认识战争的描述作铺垫,更加能映衬出战争的残酷和人们的悲痛.     

Experimenting in distance education: The African virtual university (AVU) and the paradox of the World Bank in Kenya—A rejoinder

This rejoinder is in response to criticism against the African Virtual University (AVU), an internet-based education modality, by Amutabi and Oketch [2003. Experimenting in distance education: the African Virtual University (AVU) and the Paradox of World Bank in Kenya. International Journal of Educational Development 23, 57–73]. By closely focusing on AVU “foreignness”, its equity effects, as well as questions about its sustainability, this riposte argues that the origins, developments and modus operandi of the new virtual educational system mirrors that of the state universities in Kenya. The paper concludes by arguing in favor of the theory of isomorphism as a more comprehensive analytical framework for assessing complexities of the development and role of internet-based education in developing countries.     

The Right to Education for Children in Domestic Labour: Empirical Evidence from Kenya

Since 1948, various UN conventions have recognised basic education as a human right. Yet this right continues to be denied to many child labourers across the world. This articles draws on the results of a study examining how children in domestic labour in Kenya access and participate in education. Three issues were explored: (1) the correlates of child domestic labourers; (2) their working conditions and contexts; and (3) the right to education. Interviews and group discussions held in one city and two rural districts elicited data from 91 child domestic labourers and 84 adults. The results indicated that child labour was both poverty-induced and adult-initiated, and that children worked in hazardous environments characterised by economic exploitation. Most did not attend school; those who did had to contend with a rigid school structure and an authoritarian class environment. Children in domestic labour often skipped school, and their participation in classes was low.     

Reclaiming history: Arthur Schomburg

Focusing on the inter-war period, this article examines the context of the publication of Sir Hilary Jenkinson’s Manual of Archive Administration alongside the less well-known contemporary publication of Arthur Schomburg’s ‘The Negro Digs up his Past’. By placing these publications together, this article raises questions about the production and reproduction of the professional canon, as well as highlighting Schomburg’s contribution to key archival questions on the nature of collecting. This work discusses Schomburg’s articulation of the purpose of archival collecting which offers a radically different conception of the value and use of archives, one that focuses on the concepts of recovery and transformation. This article also places Schomburg within the wider emergence of the Pan-African movement and situates his work within the developing Pan-African ideologies and the networks in which he operated, and argues that Schomburg’s legacy can be found in the development of Black-led archives in London.