The debate surrounding the effectiveness of the recently introduced University Funding model in Kenya has gained attention, with glaring gaps in student band placement sparking concern. Appearing before the National Assembly on Wednesday, Cabinet Secretary for Education Julius Ogamba faced scrutiny over the rationale behind the banding process, and the tools used for means testing. Legislators argued that the model, designed to provide financial support based on income levels, has notable shortcomings, potentially excluding thousands of students from accessing critical scholarships.
Ogamba acknowledged the issues raised and revealed that a review committee had been established to address the gaps identified. However, the flaws within the system continue to prompt questions regarding its ability to deliver equitable education opportunities.
Flaws in the Means Testing Instrument
At the heart of the concern lies the efficacy of the means testing instrument employed by the Ministry of Education to categorize students. The means test was designed to assess the financial standing of families and allocate scholarships accordingly. However, many legislators argue that the current method fails to accurately gauge students’ financial backgrounds, leaving those from vulnerable communities with little to no financial assistance.
The new funding model introduced five distinct bands based on income levels. Students from extremely low-income families were supposed to benefit from up to 70% scholarship coverage, while those from higher-income backgrounds were to receive up to 30%. However, many lawmakers noted that the allocation process is flawed, resulting in students being placed in inappropriate bands that do not reflect their financial realities.
“The banding of students is not just about determining scholarship eligibility; it is about ensuring that the most disadvantaged are supported. The current system seems to have failed to achieve this,” one legislator commented during the parliamentary session.
Student Exclusion and Low Reporting Numbers
The consequences of the flawed banding and means testing instruments are already visible, with over 14,000 out of the 138,000 university students placed by the Kenya Universities and Colleges Central Placement Service (KUCCPS) failing to report to their institutions. Legislators have voiced concern that these students, likely from low-income families, are facing difficulties in securing adequate funding.
“The primary aim of this funding model was to create equal opportunities for all students, irrespective of their background. Yet, we are seeing over 10% of students not reporting to their institutions. This speaks volumes about the flaws in the model,” another legislator stated.
Concerns also revolve around the transparency of the placement process. Some lawmakers argued that the Ministry of Education has not provided clear information about how the means testing results are calculated and why certain students have been placed in bands that do not match their financial situation.
The Review Committee’s Mandate
Acknowledging the challenges faced, Ogamba reassured the assembly that the recently formed review committee is tasked with addressing the gaps identified in the funding model. The committee will be responsible for examining the means testing instrument and refining it to ensure it meets the expectations of all students, particularly those from low-income families.
“The committee’s priority is to ensure that no deserving student is left behind. We will address the errors in the banding and fine-tune the means testing instrument so that it is more accurate in assessing students’ financial needs,” Ogamba stated.
The review committee is expected to work closely with stakeholders from both public and private sectors, alongside education experts and student representatives, to develop a more inclusive system that will accommodate the needs of all students. The primary goal is to ensure that the model serves its intended purpose of providing equal opportunities to students, regardless of their socio-economic background.
Looking Ahead
The pressure on the Ministry of Education to resolve these issues is mounting, particularly as universities begin their academic year. Legislators have called for swift action to ensure that the remaining students can report to their institutions and access the financial support they need.
In the coming weeks, all eyes will be on the review committee’s findings and the subsequent actions taken by the Ministry to rectify the current challenges. For now, the future of thousands of university students remains uncertain, but there is hope that the new funding model, once improved, will provide the equitable access to higher education that it initially promised.
