Abstract:
Environment and forestry are such universally well known pillars of sustainable development and social well being of citizenry. Some newly established universities foresaw the need to strengthen this pillar by strategically launching curricula and training in forestry, agro forestry and other environmental courses. The main purpose of this study was to form an opinion and derive areas of improvement and recommendations, which aim to contribute to streamlining forestry and environmental education, research and training and address emerging forestry issues and challenges of the 21st century. Data were collected from University of Kabianga between 2011/2012 and 2015/2016.Published data from University of Eldoret (UoE), South Eastern Kenya University (SEKU) and Karatina University were used for comparison purposes, whereby statistics on students admissions and enrolment from academic years between 2004/2005 and 2014/2015 were used to cover periods before and after expansion of universities. This paper highlights experiences in the existing scenario in sampled institutions and proposes interventions that could enhance rates of enrolment and sustain high quality training in forestry and environmental courses in young universities. The study revealed a positive strong correlation between increasing the number of universities on the levels of students’ admissions and rate of enrolment in Kenya. Diversification of programmes within any given university also indicated positive effect on levels of students’ admissions and enrolment rates. However, high rates of late reporting and deferment of courses hint at university education challenges to be addressed. Kenyan Universities also face challenges in staffing, capacity for staff development, inadequate facilities, specialized field laboratories and 165 internship opportunities. In short and midterm, promotion of digital learning platform such as video conferencing would enhance sharing of scarce academic staff, while purposive increased scholarships and ex-Chequer facilitation to support mobility to the field and develop field facilities for selected specialisations would motivate the society and enhance relevant quality education.
