Admissions Policy for Higher Education: Experience of Quality Education in Selected Universities, in Kenya
- September 25, 2019
- Posted by: RSIS
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IX, September 2019 | ISSN 2454–6186
Wekesa Moses Soita & Dr. Zacharia K. Kosgei (PhD)
Department of Educational Management, School of Education, University of Eldoret, Kenya
Abstract:-Quality higher education in Kenya appears to be influenced by several factors which include but not restricted to policies on quality education; admissions, funding, policies on inclusion and constitutional requirements. These policies are said to affect access to higher education in Kenya. However, the extent to which the identified policies impact on access to higher education in Kenya has not been extensively studied. The study objective was to determine the effects of admissions policy on quality of higher education. The target population in this study was 236, where 116 respondents were top managers while 120 respondents were students. Simple random sampling technique was used to select students who participated in this study. The questionnaire was used on the Admissions Officers, Deans, DVCs, DQA, finance officers, HODs, and the interview schedule was used on students. Data was analyzed using both descriptive and inferential statistics. The study established that there was a positive and statistically significant relationship between admissions policy and access to quality higher education.The study recommended that the Universities should employ lecturers with PhD certificates to merge with student enrolment.
Key words: Admissions Policy. Higher Education, Quality Education, Universities.
I. INTRODUCTION
According to Segrera (2010), globalization has exerted considerable pressure on governments of the day to reclassify their roles in connection to education. In the world today, educational policies have progressively been thought about and made within the context of the pressure and requirements of globalization. Carnoy (2005), states that the two fundamental bases of globalization have been recognized as information and innovation, which are exceptionally information intensive. Education in this case has been connected to the procedure of globalization via a learning economy. In the knowledge economy, training is a pivotal factor to guarantee financial profitability and intensity in the global setting. This concurred with Nogueira & Jaana, (2013). Therefore, education has turned into an apparatus for financial development as opposed to a device to get students ready to adjust to their very own society. Cultural and social qualities have lost importance and have been supplemented with business values.
