Moderating the challenges of curriculum deliveryin kenyan universities: a case of public and private universities in nairobi county, kenya

The quality of university education is as good as its implementation process and in particular the curriculum delivery process. In Kenya, the quality of curriculum delivery at the university level has generated a lot of concern from the stakeholders since the beginning of the 21st century. The undertones are largely centered on the regulatory framework regarding curriculum delivery and the quality of graduates, perceived as not possessing the requisite pedagogical training and skills. The poor implementation of university curriculum has been largely attributed to dynamics within the university system. Part of the problem is that those directly responsible for curricula implementation, lecturers, visage several bottlenecks. To alleviate some of the challenges, the Government of Kenya enacted the Universities Act 2012, which inter alia regulates curricula across universities. In line with the university Act, the Commission of University Education regulates the quality of the implementation of the university curriculum. This paper is the outcome of a survey that examined the challenges faced by lecturers in curriculum delivery in both public and private universities in Kenya. The findings of the study revealed a variety of challenges that inhibit successful curriculum delivery including student’s enrolment, scarcity of resources, professionalism and administrative issues.