The creation of Kenya’s first national online university will be “transformative” and will broaden higher education access beyond the country’s richest, according to academics.
Kenyan MPs recently approved the draft charter of the Open University of Kenya (OUK), paving the way for about 7,000 students to start courses virtually from September.
The country’s university participation rate, about 11 per cent, is much lower than the 40 per cent global average, meaning that it is primarily accessible only to the elite, said Moses Oketch, professor of international education policy and development at UCL.
“The establishment of the virtual university holds considerable potential for expanding access to higher education in Kenya, aligning with the government’s strategy to broaden educational opportunities,” he said.
Professor Oketch said the government’s aim to enrol 20 per cent of the population in tertiary education by 2030 holds significant importance for the future of education in Kenya.
“The launch of Kenya’s first virtual university signals a transformative shift in higher education, offering greater access and adaptability for 21st-century learners,” said Izel Kipruto, head of communications at the Education Sub Saharan Africa charity.
“With global momentum in virtual learning accelerated by the Covid-19 pandemic, Kenyan students will now have the power to learn any time, from anywhere, fostering a culture of lifelong learning.”
With modules set to cost about KSh10,400 (£60), OUK is expected to be considerably cheaper than other universities in the country.
However, Professor Oketch said its success would depend largely on how it is perceived in comparison to traditional universities.
“If this parity of esteem is established, the virtual university could pave the way for a more accessible and inclusive higher education landscape in Kenya,” he added.
Kenya has been home to the African Virtual University for several years, but its impact is viewed as limited.
OUK’s location, in an area known for technological innovation near the capital Nairobi, reinforces the idea that it will be heavily focused on technology-driven education, said Professor Oketch.
“If this university can establish a high standard of quality and gain equal recognition as traditional universities, it has the potential to propel Kenya ahead of many other countries in the technologically enabled tertiary education realm,” he said.
Jackline Nyerere, director of the Centre for International Programmes and Collaboration at Kenyatta University, said demand for online distance learning remained low in Kenya because students are concerned about the quality of courses.
Dr Nyerere said persistent infrastructure challenges, with many rural students lacking access to the internet, were an obstacle to progress.
Ms Kipruto said Kenya was following the lead of several countries – such as South Africa and Nigeria – that have already successfully integrated virtual universities and online learning platforms into their higher education systems.
“It is crucial for the Kenyan government to strike the right investment balance in e-resources, infrastructure and faculty while upholding rigorous quality standards to ensure academic integrity,” she added.
