Let varsities prioritise research to spur growth

Mr Joel Masobo, a master bee keeper at Egerton University, shows off beehive boxes at the university’s Njoro campus  in May. Kenyan universities have been accused of being too weak in research.
 

Photo credit: Francis Mureithi | Nation Media Group

What you need to know:

  • All the studies we read about are being done in Europe, US, China, Japan and Russia.
  • The world over, universities are leading research programmes to get a vaccine and cure for the disease.
  • In Africa, except for South Africa, nothing seems to be happening.

Covid-19 has brought to the fore the fact that local universities are weak in research and innovation. Scientific research, that application of the scientific approach to studying a problem, is minimal in the institutions of higher learning. The virus has been with us now for five months yet no report has been made about efforts by local universities to conduct research on it.

All the studies we read about are being done in Europe, US, China, Japan and Russia. The world over, universities are leading research programmes to get a vaccine and cure for the disease. In Africa, except for South Africa, nothing seems to be happening.

For sure, there is work going on by research scientists at institutions such as the Kenya Medical Research Institute (Kemri). But where are the researchers from the universities?

Kenya is a trail blazer in many areas. Unfortunately, it has not done well in research. Universities have three core mandates, teaching, research and community service, also referred to as extension. Thus, they should take a lead in research on the virus.

Local universities are teeming with intellectuals who can undertake research in virtually all academic fields. But they are not doing much. However, it is noted that there are many factors that undermine research in the universities.

Most universities have serious financial problems. For many years, government capitation has been declining. Universities cannot pay salaries and meet other obligations. In this context, they cannot raise cash for research.

In countries where research is prioritised, the government and private sector make huge investment in that sector. In Africa, research is not valued and so it is not well funded. In Kenya, the policy is to allocate 2 per cent of our GDP to research, but what is actually given is less than 1 per cent.

Teaching of research in our educational institutions is equally weak. Little effort is made to teach research in primary and secondary school. Renowned educationist Jerome Brunner has well-articulated how we can teach virtually anything under the sun to a child so long as that content is domesticated to suit the age and ability of the learner. This means that teaching research is possible from the early years. So there is no excuse of failing to teach research at an early age.

But more worrying is the situation at the tertiary level, where although research should be a key component of training, little is done about it. Research is not given prominence in the curriculum. What is taught, how it is taught and the capacity of those teaching it are wanting. Research is treated as just one of those courses that are supposed to enable one get a certificate. No effort is made to relate research to real life issues.

It is also noted that our society has not embraced research. Communities need sensitisation on the importance of research. It should become a way of life. This demands a pro-active approach of scholars and a structured engagement with politicians and other leaders.

How can we as a country come out of this rut?

First is to change the mind-set of the people so that they can appreciate the value of research in a nation’s life and particularly economic growth. This requires adopting the Triple Helix approach in higher education development, where universities engage in basic research, industries produce commercial goods out of research and government regulates the market. The approach will enable higher education institutions to attract resources and be able to fund research.

Second, there is need for the Exchequer to increase funding for research. The government should strengthen the research agency, National Commission for Science, Technology and Innovation (Nacosti), to enable it spearhead research and innovation. It is also vital for universities and other research institutions to forge partnerships with local and external partners. Also, the government should enact policies to promote research.

In addition, review curriculum across at all levels to prioritise research. Lastly, universities should train their lecturers to teach and manage research projects.

Dr Ndaloh is a lecturer at Moi university.
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