Current enrolment data in Kenyan universities paints a complex picture of student preferences, national priorities and the future of the labour market. According to the latest figures, a total of 559,620 students are currently enrolled across various university programmes in the country.
Business programmes top the list with 92,647 students, making it the most popular academic path. This is followed by education arts with 83,495, education science with 41,828 and arts with 32,954. Engineering has attracted 27,628 students, while social sciences host 24,375.
In the tech and data fields, ICT has 22,685 students, mathematics and statistics record 22,227 and computer science has 13,218. Humanities also have a substantial enrolment of 21,761, while physical sciences sit at 15,695 and medical studies have 13,324 students.
Mass communication and journalism stands at 12,688 and biological sciences hosts 11,897 students. Nursing accounts for 10,700, while law has 9,602. Architecture host 8,874 and allied health (Other) has 7,202 students.
Public health has 6,001 enrolled, information science (5,129), software and media applications (5,254), and environmental studies (4,411). Pharmacy has 2,935, languages (2,916) and veterinary (1,834). Others include security services (1,645), behavioral sciences (1,606), manufacturing and production (1,374) and forestry (313). Fields like transport services (101) and fisheries (56) have the lowest enrolment numbers.
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The data reflects a strong concentration in a few traditional disciplines and growing interest in tech-related courses, while others remain under-enrolled despite their national importance.
The overwhelming interest in business-related courses can be attributed to their perceived versatility and the promise of white-collar employment or entrepreneurship. Business studies offer broad skills applicable across sectors, which appeals to students hoping to secure employment quickly or start ventures. This could also be linked to limited career guidance, where business is often portrayed as a safer or more profitable choice.
Education arts and education science also attract high numbers. This can be traced to structured recruitment through the Teachers Service Commission (TSC), as well as the impact of the Competency-Based Curriculum (CBC) rollout. The ongoing education reforms have created demand for trained educators, which explains the enrolment surge in teacher training programmes.
Engineering, ICT and computer science are gaining ground due to the government’s push for STEM education. These programmes align with Kenya’s Vision 2030 and the Digital Superhighway initiative, both of which promote technology-driven growth. Increased awareness, better ICT infrastructure and the promise of competitive salaries in tech sectors have likely contributed to this trend.
Despite this, agriculture, one of Kenya’s backbone economic sectors, remains under enrolled. With 13,551 students, it lags behind business, education and engineering, even though agriculture employs over 70% of rural Kenyans. This disconnect reveals an urgent need for attitude change, policy intervention and better visibility of career opportunities in agriculture-related disciplines.
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Similarly, environmental studies, fisheries, forestry and transport services are among the least chosen programmes. This may be due to poor exposure at the secondary school level, limited practical training facilities and few visible role models in those fields. Yet, these areas are crucial for Kenya’s sustainability, climate resilience and infrastructure development.
Medical courses show a mixed trend. While nursing and public health registered impressive numbers, specialized health fields such as rehabilitation therapies (429), hygiene and occupational health (487) and optical science (809) remain critically low. These fields are vital in achieving Universal Health Coverage (UHC), but often face challenges such as few training institutions, inadequate funding and limited internship opportunities.
The implications of these enrolment patterns are far reaching. On the positive side, the growth in ICT, engineering and mathematics suggests a youth population ready to embrace digital innovation. If well supported, these students can help position Kenya as a regional tech hub.
High numbers in education programmes will address the teacher shortage crisis, especially under the CBC structure. Kenya’s growing young population needs quality teachers, and the enrolment in education courses aligns well with that need. In the long term, this can improve learning outcomes and reduce regional disparities in access to skilled educators.
Increased enrolment in nursing, public health and other medical fields will support Kenya’s push toward health equity. These graduates can fill gaps in county health systems, deliver preventive care and support community health initiatives.
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However, negative implications also loom. Oversaturation in business and education fields has led to graduate unemployment or underemployment. With tens of thousands graduating each year, competition for the few available jobs in these sectors has led to job mismatches, career frustrations and migration of skilled labour. It is common to see a graduate in engineering, for example, working as a teacher, a field they have no expertise in. Doctors and nurses opt for looking for jobs abroad because the job market in Kenya does not guarantee them jobs upon graduation.
Under enrolment in agriculture, health specializations and technical production means that Kenya risks facing professional shortages in essential development sectors. Food security, climate change, rural innovation and manufacturing will remain underdeveloped without skilled graduates in these fields.
The lopsided enrolment also undermines national development plans that rely on inclusive and equitable growth across all sectors. If universities continue producing more graduates in areas with limited absorption capacity, it creates inefficiencies in the education-to-employment pipeline.
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To address these challenges, a multi-agency approach is needed. The Ministry of Education (MoE) should revisit funding models and university capitation policies to promote enrolment in priority areas like Agriculture, Environmental Studies and Health Specializations. Incentives such as targeted scholarships, loan forgiveness and field attachments could make these courses more attractive.
KUCCPS must enhance its career guidance and placement strategy. Secondary school students should be exposed to labour market trends, industry needs and skills gaps before making university course selections. This would ensure more students choose courses based on national demand, not just popularity.
KNEC can support this effort by revising subject groupings and aligning secondary school assessment with emerging careers. For instance, integrating environmental science, biotechnology and digital literacy early in education can inspire more diverse academic interests.
TVET institutions can bridge the gap by offering more integrated diploma-to-degree pathways in agriculture, energy, water and technical production. These pathways must be aligned with university courses and employer needs to make them competitive and rewarding.
KUSNET can work with universities to improve inclusive education awareness. Campaigns that highlight success stories in special education, rural teaching, or underserved regions can shift perceptions and encourage students to serve in high need areas.
The Commission for University Education (CUE) should also encourage interdisciplinary learning. Universities must be allowed to blend courses, like agricultural technology, public health informatics or environmental engineering. This would make under enrolled courses more dynamic and future oriented.
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Universities themselves must strengthen their collaboration with employers. Internships, field-based research and job shadowing opportunities will increase visibility and relevance of low enrolment programmes. Alumni mentorship schemes can help bridge the disconnection between education and the job market.
County governments can support this transformation by funding students from their regions to pursue critical courses that align with local development needs. Counties facing drought should fund students in water engineering and environmental science. Those with rich biodiversity should invest in forestry and conservation training.
The private sector also has a role to play. Agricultural firms, health institutions and environmental organisations can offer scholarships, innovation challenges or job guarantees to students enrolling in vital but neglected fields.
Mass media, influencers and digital platforms can reshape perceptions by highlighting successful professionals in overlooked careers. Career fairs, student showcases and public information campaigns must go beyond the usual “safe careers” narrative.
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Universities should also improve the branding of unpopular courses. Making agriculture more digital, health sciences more community-based and environmental studies more hands-on could boost student interest. Curriculum revisions and modernized teaching methods can revitalize these programmes.
In summary, the current university enrolment data provides both a warning and a window of opportunity. Kenya is producing skilled graduates in areas like business, education, and tech but this must be matched by strategic support for underdeveloped but crucial sectors.
The way forward lies in collaboration across agencies, better student guidance and investment in curriculum reforms. Only then can Kenya’s higher education system reflect its development goals, unlock potential in every county and produce graduates ready to solve tomorrow’s challenges.
By Benedict Aoya
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