Nigeria: Not All Nigerian Universities Approved for Post-Graduate Programmes, NUC Warns, Listing Those Approved

Redaccion: Allafrica

Has updated the list of approved post-graduate awarding institutions in Nigeria.

The commission said it observed that some Nigerian universities are running unapproved post-graduate programmes, leading to the award of Masters and PhD degrees.

«The commission has also observed some parastatals and institutes awarding these same post-graduate degrees, either on their own or through unapproved affiliation with Nigerian and foreign universities,» it said.

According to the commission, such practices are not only unethical, «but also antithetical to time -tested quality assurance best practices».

«The commission hereby notifies the general public that only the following universities have the approval to offer post-graduate programmes at the Masters’ and PhD levels in Nigeria.»

A bulletin from the office of the Executive Secretary dated March 24 contains the list of federal, state and private universities currently allowed to issue such certificates to students in Nigeria.

The bulletin was released a few days after the government ordered the closure of all schools in Nigeria due to the coronavirus outbreak.

As of 2018, Nigeria had 162 universities: 41 are federal, 47 are state-owned while 74 are privately owned institutions.

Out of the 41 federal universities across the country, 26 are approved by the commission for post-graduate programmes, 25 state universities were approved for post-graduate programmes out of the 47 state-owned universities in the country while 18 universities out of 74 private universities were approved for post-graduate studies.

But in the March 2020 bulletin which was obtained by PREMIUM TIMES on Tuesday, more universities have been granted approval by the commission for post-graduate programmes.

Currently, Nigeria has 170 universities, 43 are federal, 48 are state-owned while 79 are privately owned.

Out of the 43 federal universities, 32 are approved by the commission for postgraduate programmes. They are

1. Abubakar Tafawa Balewa University, Bauchi

2. Ahmadu Bello University, Zaria

3. Bayero University, Kano

4. Federal University of Technology, Akure

5. Federal University of Technology, Minna

6. Federal University of Technology, Owerri

7. Micheal Okpara University of Agriculture, Umudike

8. Modibbo Adama University of Technology, Yola

9. National Open University of Nigeria, Lagos

10. Nigeria Defence Academy, Kaduna

11. Nnamdi Azikwe University, Akwa

12. Obafemi Awolowo University, Ile Ife

13. University of Abuja, Gwagwalada

14. University of Agriculture, Abeokuta

15. University of Agriculture, Makurdi

16. University of Benin, Benin City

17. University of Calabar, Calabar

18. University of Ibadan, Ibadan

19. University of Ilorin, Ilorin

20. University of Jos, Jos

21. University of Lagos, Akoko

22. University of Maiduguri, Maiduguri

23. University of Nigeria, Nsukka

24. University of Port Harcourt, Port Harcourt

25. University of Uyo, Uyo

26. Usmanu Dan Fodio University, Sokoto

27. Federal University, Lafia

28. Federal University, Ndufu-alike

29. Federal University, Dutse

30. Federal University of Petroleum Resources, Effurum

31. Federal University, Oye- Ekiti

32. Air Force Institute of Technology, Kaduna

Similarly, 31 state universities were approved by the commission for post-graduate programmes out of the 48 state-owned universities in the country. The approved universities are :

1. Abia State University, Uturu

2. Adamawa State University, Mubi

3. Adekunle Ajasin University, Akungba Akoko

4. Ambrose Alli University, Ekpoma

5. Anambra University, Uli

6. Benue State University, Makurdi

7. Cross River University of Technology, Calabar

8. Delta State University, Abraka

9. Ebonyi State University, Abakaliki

10. Ekiti State University, Ado Ekiti

11. Enugu State University of Science and Technology, Enugu

12. Imo State University, Owerri

13. Kogi State University, Anyigba

14. Ladoke Akintola University of Technology, Ogbomoso

15. Lagos State University, Ojo

16. Nasarawa State University, Keffi

17. Niger Delta University, Wilberforce Island

18. Olabisi Onabanjo University, Ago Iwoye

19. Rivers State University of Science and Technology

20. Umar Musa Yar’Adua University, Katsina

21. Gombe State University, Gombe

22. Ibrahim Babangida University, Lapai

23. Kano State University of Science and Technology

24. Kebbi State University of Science and Technology

25. Kwara State University, Malete

26. Kaduna State University, Kaduna

27. Bauchi State University, Gadau

28. Yobe State University, Damaturu

29. Ignatius Ajuru University of Education, Rumuolumeni

30.Tai Solarin University of Education

31.Osun State University, Osogbo

Meanwhile, only 31 universities out of 79 private universities were approved for post-graduate studies. The 18 institutions are:

1. African University of Science and Technology, Abuja

2. American University of Nigeria, Yola

3. Babcock University, Ilishan Remo

4. Benson Idahosa University, Benin City

5. Bowen University, Iwo

6. Covenant University, Ota

7. Igbiniedo University, Okada

8. Pan-African University, Lekki

9. Redeemer’s University, Mowe, Ogun State

10. Caleb University, Lagos

11. Joseph Ayo Babalola University, Ikeji-Arakeji

12. Nigerian Turkish Nile University, Abuja

13. Afe Babalola University, Ado Ekiti, Ekiti State

14. Lead City University, Ibadan (MSc. Only)

15. University of Mkar, Mkar (MSc. Only)

16. Madona University, Okija

17. Al-hikmah University, Ilorin (MSc. Only)

18. Godfrey Okoye University, Ugwuomu-Nike , Enugu state.

19. Adeleke University,Ede

20. Veritas University, Abuja

21. Achievers University,Owo

22. Al-Qalam University, Katsina

23.Baze University, Abuja

25. Crawford University, Igbesa

26. Crescent University, Abeokuta

27. Fountain University, Osogbo

28. Landmark University, Omu-Aran

29. Novena University, Ogume

30. Salem University, Lokoja.

31. Bingham University, Karu

«Employers of labour, educational institutions and other stakeholders are to note that only certificates issued by these universities for their approved programmes are valid for employment, further studies and other purposes,» the commission said.

Speaking with PREMIUM TIMES, the NUC Director of Information and Public Relations, Ibrahim Yakasai, said all the ‘legal’ universities in Nigeria can actually do post-graduate courses «only after meeting certain criteria and conditions of the commission».

According to him, the commission must verify that the institutions have adequate resources which include «physical and human resources.»

«All universities can ‘graduate’ to post-graduate but the universities with approval are those that are matured, (who) applied and have met the requirements and they’ve been allowed to do post-graduate. So, we published the names of the universities who have met the conditions,» he said.

BMASS still compulsory

Before a particular programme or school can be approved or accredited according to the NUC, the university must have fulfilled all the requirement in the Benchmark Minimum Academic Standard (BMAS).

BMAS is a document that contains all the minimum requirements before a particular programme or school can be approved or accredited by NUC.

The primary objectives of the commission are to ensure the orderly development of university education in Nigeria, to maintain high standards and ensure adequate funding for them.

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Teaching degrees miss the mark on reading instruction

By: Pallavi Singhal.

All primary school teaching degrees in Australia are missing fundamental components on teaching children to read, which is leading to as many as one in five students falling behind by year 4.

Only 4 per cent of university units have a specific focus on early reading instruction, while 70 per cent do not mention any of the five key elements of reading instruction that are recognised by the NSW Department of Education, a new analysis of 116 literacy units in 66 degrees at 38 universities across the country has found.

‘I suspect it’s a big factor in why we have a large number of children not meeting reading and writing benchmarks,’ said Jennifer Buckingham, the lead author of a new study.

Nearly one in five students and as many as one in four students in some states and territories didn’t meet the country’s proficient standard for reading by year 4, the results of the latest Progress in International Reading Literacy Study show.

«University education faculties just have not updated their courses to reflect enormous developments in cognitive science and reading research over the last 30 or 40 years,» said Jennifer Buckingham, the lead author of the study and a senior research fellow at literacy instruction provider MultiLit.

«I suspect that’s a big factor in why we have a large number of children not meeting reading and writing benchmarks.

«Principals are saying it takes a few years to catch teachers up who haven’t been given this knowledge base as part of their training.»

However, the head of one education faculty said that universities teach all three components of English that are outlined in the Australian curriculum, which covers reading instruction, and teaching graduates meet Australian Institute for Teaching and School Leadership standards.

«If I showed you all the slides from powerpoints and lectures, you’d find that all those elements of reading instruction are in there, they just don’t always get packaged up exactly like that,» associate head of the school of education at the University of South Australia Sue Nichols said.

«I can tell you that we teach those things categorically. What I’d like to see is more connectivity between schools and teacher education so they can come in and see exactly what we’re doing.»

The new report finds that in some university courses, literacy isn’t taught beyond the second year and that about 9 per cent of teachers graduating in 2018 did not pass the literacy component of a compulsory test introduced by the federal government.

Paul McDermott, principal at Blue Haven Public School on NSW’s Central Coast, said there is an «enormous gap» between university students’ knowledge of reading instruction and the teaching strategies used by top-performing schools.

«It’s not just new teachers, we spend a lot of time training and retraining staff,» he said.

«We’re quite authentic to the research around reading and our results reflect that. [Teachers] are up and running very quickly but it does take them time to catch up to what we do as a school.»

Blue Haven Public has gone from improving student results in NAPLAN reading tests at well below the improvement rate of similar schools between 2012 and 2014 to having significantly above-average gains between 2016 and 2018.

Mr McDermott attributed the improvement to their use of evidence-based reading instruction, including a focus on the five essential elements of phonemic awareness, phonics, fluency, vocabulary and comprehension, which should be taught explicitly according to literacy researchers and the NSW Department of Education’s Centre for Education Statistics and Evaluation.

«They’re taught very little of that at university and a lot of schools out there probably don’t have the systems in place to teach these things,» Mr McDermott said.

«If teachers came in highly trained in the evidence, that would certainly make a massive difference to kids.»

The report recommends that all initial teacher education programs be required to demonstrate that they include evidence-based reading instruction techniques in adequate depth to be accredited, that literacy units be included in every year of teaching courses to «prevent a long gap between study and practice» and that ability to teach reading be included in graduate standards.

Peak body Universities Australia did not respond to requests for comment.

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Most SA schoolgoers aspire to University education

Africa/ South Africa/ 28.11.2018/ Source:

  • 85% of South African pupils aspire to go to university
  • Most still aspire to pursue traditional, well respected careers  as doctors, dentists, engineers and psychologist/psychiatrists
  • The study also explored areas such as technology in the classroom, teacher motivations, exams, students’ favourite subjects and celebrating success

According to new research by Cambridge International, 85% of South African school pupils aspire to continue their studies at university once they have left a school. In addition, many still aspire to go into the more traditional, highly respected careers like medicine and dentistry (13%), engineering (13%) and psychology and psychiatry (11%).

The first ever Global Education Census by education organisation Cambridge International aimed to find out what life is like in schools around the world today for pupils aged 12-19 and their teachers. The 2018 Census looked at other aspects of modern education including students’ favourite subjects, extracurricular activities offered by schools, homework and how schools celebrate success.

The census found the most popular subjects chosen by students in South Africa are English Language (95%), Maths (93%) and other languages (80%), followed by Accounting (29%) and Geography (17%). In fact, more South African students take Accounting and Geography than any other country surveyed.

In contrast, South African pupils’ favourite subject is actually Biology (40%), followed by Maths (37%) and English Language (26%). This is similar to the favourite subjects of students around the world who said their favourite subjects are Maths (38%), Biology (29%), Chemistry (23%) and Physics (23%).

School pupils in South Africa aspire to work for a well-established organisation after completing their tertiary education. They also lead the way with the highest number of students globally (8%) who plan to take a year off after finishing matric.

Juan Visser, Cambridge International’s Regional Director for Sub-Saharan Africa, said: “For a successful career, students need to work hard and be dedicated to their studies. Education is a very important tool for everyone to succeed in life, as it is no secret that a good education has the power to change a life. It is important that educators and counsellors equip students with good career advice to make the right subject choices ahead of applying to university.”

Wallace Isaacs, Deputy Director: Student Recruitment and Enrolment at the University of Pretoria, said:“Going to university after high school is a journey that is still expected for students in South Africa by many parents, educators and the students themselves. We do find a significant number of students aspire to pursue careers in what is considered more conventional but well respected fields like medicine and engineering. However, with the advance of technology and a globalisation, there are now a greater variety of professions that students can consider. For example the new Masters Programme in Information Technology: Big Data Science that didn’t exist a few years ago. It is however important that students plan well in advance to ensure they select the right subjects early in high school that will enable them to gain entry to their desired university course. It’s always advisable for students to seek advice from a career guidance counsellor at their school or contact the university of their choice to get the right information.”


Other key findings from South Africa include:

  • Career advice / university counselling:  Over half of teachers say their school provides careers advice (51%) to help support pupils to fulfil their aspirations. For students who take extra lessons and/or tutoring, Maths (81%), Physics (37%) and Chemistry (31%) are the most popular subjects
  • Homework: Over a third (35%) of South African school learners say they spend 2 -3 hours completing homework every day (35%), this is the same amount of time reported by most students globally (28%). Students in South Africa have varying amounts of homework at the weekend, with 20% saying they spend 2-3 hours on homework, and 18% reporting they spend 3-4 hours on it.
  • Exams: Interestingly, 45% of schools in South Africa have two sets of exams per year – the highest globally. This is mainly due to the fact that when students apply for university or college, the mid-year exams are used to gain provisional entry. Preparations for exams are never an easy task; therefore, many teachers use different methods. 70% of teachers in South Africa prefer teaching students how to respond to different questions, 69% provide students with extra lessons and 59% advise students to look at the mark allocation, as this will determine the length of the answer.
  • Technology in the classroom: Nearly half of school pupilss (48%) now use their smartphones as educational aids in lessons. However, traditional tools still have their place in education in South Africa with 70% of students saying that whiteboards are still used in their classroom (compared to 31% globally) and 89% saying they still use pen and paper. South Africa has the lowest proportion of laptop and desktop computer use – just 12% of students responding said they used these during lessons.

Allen van Blerk, Principal, St Charles College Pietermaritzburg, commented: “The key to success is the amount of time students spend with access to an enthusiastic, expert teacher. It is the quality of teaching and feedback on a daily basis, and the engagement of the student in pursuing conceptual understanding, that leads to deep subject understanding. The next revolution is harnessing technology to allow personalised learning to take place in traditional spaces. The challenge of providing students with personal, specialised assistance at the point when they reach a learning obstacle is the new frontier. I am pleased to find that we are finally on the verge of being able to use technology in simple ways that effectively help learning to proceed, without sacrificing rigor for entertainment.”

Globally, one of the most interesting findings of the report is that one in three school pupils does no exercise at school. This is despite growing concern by leading global health experts that childhood obesity and unhealthy lifestyles are on the rise.

More than a third of students (37%) worldwide don’t exercise at school. What’s more, girls are less likely than boys to play sport at school, with two in five female students (41%) saying they don’t take part in school sports, versus 28% of male students.

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Documenting the expansion of tertiary education in Ethiopia (Part II)

By: Kumlachew Fantahun.

As an educationalist with an intimate knowledge of the inner workings of the system, none could be more aware of the aptness or otherwise of the many criticisms levelled at the curriculum’s lack of relevance to the concrete reality of Ethiopian life. Dr. Aklilu readily admits the education inevitably suffered from the inbuilt problems of a curriculum that was imported wholesale and not sufficiently tailored to local needs and concerns, something those who took it upon themselves to closely observe the educational system, Ethiopians and foreigners alike, have never failed to mention. A case in point is an article written by expatriate staff member in an issue of a publication of the university with the title, ‘Know thyself’ in which the author castigates  the alien nature of the lessons by pointing out the irony of Ethiopian youth having to study the eating habits of Europeans!

With the defensiveness expected of one among those running the system, Dr. Aklilu points out that tailoring university education, with its metropolitan provenance, to the specificities of developing country with its own needs and context was bound to take considerable time. Stressing the efforts the university administration made to ethiopianise the curriculum, he says, somewhat apologetically, “Establishing a complex system such as a university in an Ethiopian setting, which after all had no prior experience of tertiary education, is a challenging task. In a situation where most of the staff members are expatriates and all the textbooks are imported, I think it would be uncharitable to expect the institution to assume Ethiopian identity overnight.” (p. 323) He then goes on to discuss at length measures taken, often against odds, to ethiopiainize the curriculum, focusing on  the training of qualified Ethiopian staff, the launch of the university service program, and the establishment of research institutes.

He devotes an entire chapter (chapter 7) to the university service program, a scheme launched by university administration to familiarise students to the problems and realities of their society.  The program required every student to spend one academic year serving local communities before graduation. According to another Ethiopian educationalist, Dr. Mulugeta  Wodajo, what forced  the university to design the program was the marked tendency of the curriculum to be ’’theoretical and remote from the harsh realities of a poor nation.’’  He adds, “The excessive dependence on foreign teaching materials and foreign textbooks as the medium of instruction further alienates the youth from their social and cultural milieu.”

Tracing the inception of the program to a letter written by a faculty member, Mesfin Woldemariam (later professor), to the president Lij Kassa Woldemariam, Dr. Aklulu discusses the challenges the proposal met before it was accepted. As for himself, he says it was a cause he found close to his heart and one that he enthusiastically embraced and helped promote. The proposal, however, was not greeted by every faculty members. There were other challenges as well; lack of cooperation on the part of receiving organizations, shortage of funds, and student militancy, which he singles out as a major problem that threatened to disrupt the program. As student activism picked momentum, students assigned to teaching in various parts of the country, found it an excellent opportunity to win high school students over to their cause, so much so that the ministry of education found itself increasingly  inimical  to the idea of having university students teach in the provinces for fear of having younger minds infected with their dangerous ideas. With regard to the goal of opening the eyes of the students to the’’ harsh realities of Ethiopian society’’, it appears the program was quite successful, in fact very much so, contributing as it did, as Professor Bahru Zewde reminds us in his book, The Quest for Socialist Utopia: The Ethiopian Student Movement, C. 1960-1974 (Eastern Africa) “to the radicalization of the students in ways that the university or government authorities had scarcely foreseen.’’(p. 95)

Dr. Aklilu, quite naturally, chooses to limit himself to enumerating the positive outcomes of the program from the perspectives of the authorities and the way it managed to achieve, to a large measure, the goals intended for it. He quotes a study in which 87 percent of the 324 students who completed the program expressed satisfaction at the enlightenment they received as a result of participating in the program. He quotes many statements by the students, to the effect that they returned to the campus armed with better insights into problems of their country and thankful for a richly rewarding experience.

Concerning the training of Ethiopian staff members, Dr. Aklilu mentions, with pride, measures taken to upgrade promising Ethiopian members of staff by sending them abroad for further study. As the scheme was pursued in earnest, considerable gains were made in due course, so that   within ten years of its establishment, the university college could boast 62 Ethiopians serving on the staff, out of the total of 182, quite an achievement considering all the instructors   were exclusively expatriates initially. After ten years, i.e, 1972-3, their number rose to 308 (56.5 percent of the total).

Another noteworthy development in the Ethiopianization of the curriculum was the establishment of various research institutes, such as the Institute of Ethiopian Studies; Development studies, Science Technology; and Education. In this connection, Prof. Bahru writes, corroborating the idea, of a “conscious attempt to inject Ethiopian material into the curriculum with the number of courses dealing with Ethiopia growing over the years.” Citing as case point “the establishment of what came to be known as the Ethiopian collection in the College Library..   ..  [which] eventually became the library of Institute of Ethiopian Studies when it was established in 1963.

The final chapter deals with the thorny issue of the student movement, which the author believes, given its earth-shaking consequences it left in the history of the nation, merits to be studied from every angle, encouraging those who passed through the tumultuous years to give their respective perspectives, citing Hiwot Tefera’s Tower in the Sky as undertaking worthy of emulation.

Naturally Dr. Aklilu is quite unequivocal in his  denunciation of the stridency of student militancy for wreaking havoc on the university  and for the disruption it caused in the teaching learning process, mincing no words in excoriating what he regards as the excesses and un-called for misadventures  of the radicals, particularly the group known as the crocodiles. Interestingly, Professor Paulos tells us in his book cited above that Dr. Aklilu was trusted by the students, including the radicals. Coming from one of the radicals, this testimony seems to testify to the integrity of the person, who it appears, while in no way brooked student subordination, was nevertheless able to earn their trust.

Yet as a loyalist to the monarch whom he almost unqualifiedly reveres, some of his perspectives on the events of the day are bound to be at variance with authors who wrote on the movement, such as Balsvik, Bahru and Paulos.

This comes out clearly in his discussion of the poetry recitals during the College Day which led to the abolishing of the boarding system.

According to Prof. Bahru, the College Day was an event which “generally took place towards the end of the academic year, started in the mid-1950s principally as a day of sport activities. Gradually, however, the poetry contest became its definite feature.”

The poetry recital component which began in 1959, and which the Emperor deigned to grace with his presence and attended by thousands of Addis Ababa residents, increasingly came to be used by the students as opportunity to air their thinly veiled criticism of the regime.

The 1961 poetry recital, with the winning poem Tamiru Feyissa’s, The Poor Man Speaks, proved a turning point in irrevocably turning the already tense relation between the students and the regime for the worse. The reading of the incendiary poem with its depiction of the misery of the poor was not to settle well with the monarch.

Prof. Bahru elaborates, “The emperor was far from amused at what he heard. The unpleasant evocation of poverty by winning poet came to be regarded as a breach of imperial protocol, with fateful consequences for the next College Day and beyond.”

The government retaliated by abolishing the boarding system, giving economic reasons as pretext but in actuality in an attempt to weaken the force of students whose living together in the campus could prove potential  threat  to the system. They were thus scattered and made to live in the neighborhoods, their protests and grumblings achieving little.

However, after the elapse of some years, the government found itself having to rethink its decision, and eventually restored the boarding system gradually in 1968. The reason, according to Professor Paulos, was because “the decision turned out to be, in the eyes of the regime, counterproductive, since the students who were scattered all over the city started transmitting progressive ideas to the masses among whom they lived. This was much more dangerous.’’

Dr. Aklilu, looking back, admits the decision of the board of the university to be have been ill-thought of, short-sighted, and lacking in a sense of proportion. However, the reasons he gives for the restoration of the boarding system do not, unsurprisingly, tally with those of other writers mentioned above. According to him, what made the university reverse its move was, “the less than wholesome effects living off campus created for the students to, particularly the health and moral harms it exposed them to”, citing unhygienic conditions ,risk of contagious diseases and frequent conflicts with tenants.

As staunch defender of the ancient regime and an ardent admirer of the deposed Emperor, it should not come as a surprise that he should bitterly criticize the student movement for “hurling the nation into turmoil of untold magnitude.” Not all readers are expected to sympathize with the apologetic tone of the book. Yet for those who feel the country would have been better off without militancy of the “ingrate students who bit the hand that fed them,” the book is definitely a welcome treat.

Divergence of views aside, the author should be lauded for chronicling the history of an institution that nurtured him and, whose development, in turn, he took part in shaping, and importantly for writing it in Amharic.

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Kenya: Lecturers’ Strike to Continue as Talks Fail

The National Treasury wants striking university lecturers to withdraw a case they have filed against the salaries commission before talks on their pay demands can begin.

Principal Secretary Kamau Thugge told the National Assembly’s Education committee that the salaries commission could only finalise its job evaluation and create a basis for increasing the lecturers’ salaries and allowances in the 2017-2021 collective bargaining agreement if the case is withdrawn.

«The determination of the offer to the universities will be subject to the recommendation of the Salaries and Remuneration Commission (SRC),» Dr Thugge, who insisted that nothing would be done outside the Constitution, said.

Union officials, university representatives and Ministry of Education officials also appeared before the committee chaired by Tinderet MP Julius Melly, in efforts to end the one-month strike.


Despite the directive by Mr Melly that the parties resume talks, each appeared adamant that its conditions must be met first.

University Education Principal Secretary Japheth Ntiba said lecturers should call off the strike and allow negotiations to take place.

He said the SRC is yet to be reconstituted to enable the new commissioners «to endorse the payment bacon».

However, University Academic Staff Union (Uasu) Secretary-General Constantine Wasonga maintained they will only call off the strike once a counter-offer is tabled.

«If they give us the counter offer today, we will return to class by Monday,» he said.

JOB EVALUATIONVice-chancellors committee chairman Francis Aduol, however, blamed the National Treasury and the Ministry of Education for the stalemate.

Prof Aduol said the talks had collapsed after the ministry failed to authorise the universities to give an offer to the lecturers and other staff.

«Even if they give us a counter-offer of zero per cent, we will present it to the lecturers. But they have not done so,» he said.

A report on staff audit, he said, was available for the government to use to give lecturers an offer.

Dr Wasonga said a job evaluation that was done by SRC should not impede the provision of a counter-offer by universities and the government.


He told the committee that the Employment and Labour Court, in a 2016 case involving nurses, ruled that job evaluation by the SRC should not be linked to collective bargaining.

«The SRC, in a letter to Uasu dated March 18, indicated that the government had not sought its advice on the parameters for negotiations of the CBA,» he said.

Uasu asked Parliament to direct the government to present a counter-offer and engage in negotiations so that the deal could be signed.

The union also wants the Education ministry and the National Treasury to nominate representatives to sit in a joint committee with Uasu to facilitate negotiations to «overcome the many bureaucratic layers involved».


Lecturers are demanding Sh38 billion for the four-year deal.

However, Dr Thugge insisted that the ministry must carry out a payroll audit to establish the actual number of university employees and the cost of their compensation.

«The State Department should also conduct a financial audit on the expenditure and revenues, including the internal controls in the universities in order to establish how funds released from the Exchequer and those generated internally, are applied and accounted for,» he said.


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Kenia: New education CS to sustain reforms ministry is undertaking

Kenia / Por: Beth Nyaga / Fuente:

The new Cabinet Secretary for Education, Ambassador Amina Mohamed has said she will sustain the reforms the Ministry is undertaking.

“We will continue to move forward with the reforms,” Ambassador Mohamed affirmed, in reference to the wide-ranging reforms initiated by her predecessor Fred Matiang’i.

“I know how much work it takes to get our reform process moving,” Ambassador Mohamed noted, saying she will provide the leadership needed to ensure full implementation of the reforms.

She made the remarks during an extensive briefing session at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) on Tuesday.

She was flanked by, Chief Administrator, Simon Kachapin, the Principal Secretary for State Department of Early Learning and Basic Education, Dr. Belio Kipsang and his Counterpart in University Education and Research, Prof Micheni J. Ntiba.

Ambassador Mohamed said she looked forward to the support from staff given its technical expertise, saying the Ministry and staff had a greater responsibility to impact the life of millions of children.

“We should deepen our impact and resolve to work together,” the CS noted.

Dr. Kipsang said that the Ministry was responsible to the education and training of 17 million Kenyans in basic education and tertiary institutions.

He described access, equity, quality, relevance in education and retention of learners in schools as cardinal duties for the Ministry which it ought to observe.

Dr. Kipsang, who was retained as Principal Secretary in the Ministry, said that the staff in the Ministry would give the new Cabinet Secretary all the support she needs to make a difference in the lives of our children.

Directors of various departments outlined the policies, programmes, projects and programmes the Ministry was undertaking to improve children’s access, equity, quality, relevance of education.

Ambassador Mohamed called for the series of meetings to enable her and other top leadership newly appointed leaders in the Ministry to understand the challenges and opportunities the Ministry had in providing educational services to the country.

Officers accordingly provided information regarding the policies, programmes, projects and initiatives the Ministry had developed and implementing to meet its mandate.

The Ministry of education has initiated various reforms aimed at making quality and relevant education accessible to all learners regardless of socioeconomic backgrounds of the children, gender, region or physical conditions.

It is also implementing two transformative programmes in literacy and numeracy in all public primary schools in the country, aside from facilitating changes on the education system where competence based curriculum will be implemented in 2019.

The Ministry has also cracked down on examinations cheating, introduced new textbook distribution policy, and curbed school fees which had run out of control by dint of Principals’ disregard of school fees guidelines the ministry issues.

“We are not going backwards. We shall not discuss anything discussed. Our work is going to be implementation,” she said during the handing/taking over ceremony last week.

“I will focus on building on what has been achieved and sustaining the momentum for reform in the education sector,” she noted.

She made similar affirmation on Tuesday.

The CS is set to meet the officials of the State Departments of University Education, Vocational and Technical Training on today, and thereafter, she will meet officials of the Kenya Institute of Curriculum Development, Kenya National Examinations Council before the weekends.

The CS is set to meet the officials of the State Departments of University Education, Vocational and Technical Training on today, and thereafter, she will meet officials of the Kenya Institute of Curriculum Development, Kenya National Examinations Council before the weekends.

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