This archive report was first published on 29 November 2019.
Campus Losses and the Future of University Education ¶
As I reflect on recent campus losses, I am reminded of the importance of university education and the challenges that come with it. In this article, I will discuss the recent passing of Dr. Wallace Kamau Mbugua, a beloved colleague, and Sir Stephen Cleobury, the Master and Director of the King's College Boys Choir at Cambridge University.
Dr. Mbugua was a true inspiration to many, and his passing has left a void in the academic community. He was a testament to the power of hard work and determination, having overcome humble beginnings to achieve great success. My dearest memory of Dr. Mbugua is his generous offer to promote my environmental play, A Hole in the Sky, in 2015. This act of kindness has stayed with me, and I am grateful for the impact he had on my life.
Another campus bereavement that caught my attention was the passing of Sir Stephen Cleobury. As the Master and Director of the King's College Boys Choir, he was instrumental in shaping the choir's sound and legacy. The choir's history dates back to 1441, when it was founded as a charity for underprivileged children. Today, the choir is one of the most respected organs of King's College, providing opportunities for deserving choristers to study at the university.
However, the increasing costs of university education are a pressing concern. In Kenya, the Higher Education Loans Board (Helb) is threatening to 'name and shame' those who have not repaid their loans. This development highlights the need for a solution to the financial struggles faced by university students. One possible solution is for students to earn while they learn, through work-study programs or by working as tutorial fellows, demonstrators, or teaching assistants.
Indeed, there are already universities that practice this model. For example, a university in Kentucky, USA, offers students a job upon admission, allowing them to earn salaries and pay for their tuition. This approach would not only alleviate financial burdens but also ensure that students practice what they learn, as they learn and work.
Implementing such programs would require imagination and reorientation. We must erase the assumption that university students should only engage in intellectual work and never dirty their hands with physical and manual labor. Organizational changes would also be necessary, with each university department having a practical production and service unit, designing and offering specific services to the university and the public.
As I reflect on the challenges facing university education, I am reminded of the importance of finding solutions that benefit both students and the academic community. By working together, we can create a more sustainable and equitable future for university education.
