Theory versus Pragmatism: Quest of Achieving Academic Objectives in Kenyan Universities

Abstract

University is the highest epitome of attaining knowledge and education to an individual. In Kenya, the universities have been viewed as being pivotal in helping accomplish the vision 2030 and drive its development agendas. Unfortunately, the country’s goals are dwindled by a myriad of challenges, particularly from the incompetent university graduates. It is on this premise that this research review helps in articulating several thematic issues that include: one, the number of enrolled students vis-à-vis the available infrastructure and lecturers; two, the type of teaching methodology that is employed; three, the quality of university lecturers’ competencies; four, correlation between the university curriculum and employment demands; and five, influence of university infrastructure towards the quality of lectures delivered. This paper opines that: students’ enrollment to universities should be regulated to match the existing infrastructures. Secondly, lecturers ought to change with time in their teaching methods, allow students to do more library research, and write their notes. Thirdly, it is imperative for a review of university curriculum, to reduce theory lectures and enhance pragmatism of different ideas. Fourth, universities should improve their infrastructures to have a conducive learning environment for research and quality scholarship. The paper thus concludes that, if the above control mechanisms are incorporated to the universities, the issue of the deteriorating quality of university graduates will be a thing of the past.