- More than 500 stakeholders at Garissa University and University of Eldoret forums called for significant changes to the Draft Universities (General) Regulations, 2026.
- Key concerns included university leadership structures, staff career progression, teacher education reforms and accreditation processes.
- Participants urged regulators to balance quality, affordability, institutional autonomy and sustainable sector growth.
More than 500 stakeholders gathered at Garissa University and the University of Eldoret during public participation forums on the Draft Universities (General) Regulations, 2026, calling for significant refinement of Kenya’s higher education governance framework.
The discussions revealed a sector seeking balance between expansion and order, autonomy and regulation, as well as quality and affordability.
At the centre of the debate was a shared concern that the current regulatory framework requires greater clarity to match the complexity and rapid growth of Kenya’s university sector.
Stakeholders questioned the largely ceremonial role of university chancellors, arguing that the position should carry greater academic influence and institutional significance.
Some participants proposed that future chancellors should possess at least a doctorate degree to strengthen academic credibility and governance standards.
Others defended the ceremonial nature of the office, but the discussion highlighted growing pressure to align symbolic leadership with academic authority.
Administrative, technical and support staff raised concerns over the absence of a clearly defined career progression framework within the draft regulations.
They called for structured promotion pathways that recognise the contribution of non-teaching staff to institutional success.
Participants emphasised that effective universities depend on both academic and non-academic personnel and that both groups should benefit from transparent advancement systems.
Resistance to Teacher Education Changes
A proposal to reduce the Bachelor of Education programme from four years to three under the Competency-Based Education framework attracted strong opposition.
Stakeholders argued that compressing teacher preparation could undermine professional training and reduce the quality of graduates entering the teaching profession.
They maintained that adequate time is required for subject mastery, pedagogy and supervised teaching practice.
Participants also raised concerns about overlapping responsibilities among regulatory agencies and professional bodies involved in accreditation and quality assurance.
They called for clear legal and operational boundaries to reduce duplication, minimise bureaucratic delays and improve accountability.
Cost of Regulation Questioned
The cost of programme accreditation and institutional approval emerged as another major concern.
Stakeholders argued that current regulatory charges may be unsustainable for smaller and emerging universities.
They warned that excessive compliance costs could slow innovation, limit expansion and create barriers for new institutions.
A more balanced fee structure was proposed to support both compliance and sector growth.
The engagement sessions were led by Dr Eunice Marete alongside Mr Joseph Musyoki, Mr Isaac Gathirwa and Mr Darius Mogaka, supported by technical teams from the Commission for University Education, the Ministry of Education and the Kenya National Qualifications Authority.
The officials acknowledged the depth of stakeholder submissions and assured participants that the feedback would be consolidated and incorporated into the ongoing refinement of the draft regulations.
The consultations highlighted a higher education sector seeking to balance growth with stronger governance and accountability.
While there was broad agreement on the need for reform, participants expressed differing views on how best to balance quality and access, regulation and autonomy, as well as cost and sustainability.
As the Draft Universities (General) Regulations, 2026 move towards finalisation, they are expected to influence leadership structures, staff progression systems, accreditation processes and the broader financial framework of Kenya’s university sector.
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What emerged clearly from the consultations is that stakeholders are calling not for incremental adjustments, but for a comprehensive recalibration of the higher education regulatory framework.
By Hillary Muhalya
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