The Kenya Vision 2030 provides the blueprint of Kenya’s journey to meet the Sustainable Development Goals (SDGs). It aims to transform Kenya into an industrialising, middle-income country providing a high quality of life to all citizens by 2030. A major support to the Kenyan government to deliver its commitment under SDG4 is establishing the National Open University of Kenya (NOUK) to ensure inclusive, equitable and quality higher education for all. This presentation reports on the Open University’s work in progress (under the Skills for Prosperity Project) to co-develop a NOUK model Options Paper and a relevant roadmap for Kenya. It specifically discusses the type of challenges and problems a NOUK can address and outlines a range of Open University models that have successfully addressed the discussed challenges. The models include Open Entry Distance, Open Distance, Hybrid, Micro-credentials and Catalyst models. Additionally, the strength, weaknesses, opportunities, and threats related to each model will be briefly reviewed.

1. Work together. Learn together. Grow together.
Implemented by:
Add Ukaid/UK Government,
Embassy or HMG logo
Add partner logo
Denise Whitelock, Andrew Law, Rebecca Ferguson, Simon Cross, Fereshte
Goshtasbpour, Olivier Biard
Open University Models: Towards Enhancing
Inclusive, Equitable and Quality Higher
Education in Kenya

2. 2
Acknowledgement
• Denise Whitelock (PI)
• Andrew Law (NOUK lead – creator of this presentation)
• Rebecca Ferguson
• Simon Cross
• Beck Pitts
• Olivier Biard

3. 3
Background
Skills for Prosperity (Kenya) project:
• Funder: Funded by Foreign, Commonwealth and Development Office (FCDO)
• Duration: 2020-2023
• Aim: To enhance and scale Online Distance Learning (ODL) as a key route to improving access to
higher education in Kenya
• OU role: IET and IDO are providing technical assistance in the form of advisory support and
training to facilitate the acceleration of ODL
• Project strands: 1) Advisory support to plan for establishing the National Open University of Kenya
(NOUK)/ University Digital Online Learning
2) Capacity development of 320 key staff in existing public universities
• Stakeholders: the Government of Kenya (the State Department for University Education and Research)
and all 37 public universities

4. 4
Background
OU advisory support to plan for establishing NOUK or University Digital Online Learning model
explore and make recommendations for an appropriate model for setting up an NOUK
(Co-develop NOUK Options Paper )
Co-development workshops, focus-groups and meeting with key stakeholders
Co-development workshops
• Which priority challenge is the proposed NOUK addressing (scale, quality, inclusion, access, etc.)?
• Which model of NOUK provides the optimal solution to the priority challenge?

5. 5
Categorisation of challenges (first workshop)
MORE ENROLMENTS
Question – in what:
• In specific curriculum areas?
MORE INCLUSION
• Women
BETTER LEARNING
Digitally enabled learning - but how:
• By developing a new degree
awarding university?
BETTER OUTCOMES
But how:
• New curriculum areas e.g. new
quals in STEM /Employment skills
focus
BETTER OUTCOMES
But how:
• New curriculum approaches e.g.
Competency based
BETTER OUTCOMES
But how:
• New relations with industry
aligned with e.g. Competency
based curriculum
BETTER LEARNING
Digitally enabled learning - but how:
• By enhancing existing capability ?
BETTER LEARNING
Digitally enabled learning - but how:
• By developing institute/centre of
excellence to stimulate sector?
More education
• More enrolments
MORE ENROLMENTS
Question – in what:
• At specific qual levels (UG, PG)
MORE ENROLMENTS
Question – in what:
• For professional development
(CPD)
MORE INCLUSION
• Disabled
MORE INCLUSION
• Rural /Geographically distant
MORE INCLUSION
• Time constrained (Part time)
MORE INCLUSION
• Cost constrained?
More education
• More inclusion
More effective education
• Better provision
More effective education
• Better outcomes
MORE INCLUSION
• Those without qualifications

6. 6
Which type of Open University?
Catalyst
Open Distance
Open Entry Distance Micro-credential
Hybrid
There are a range of models that have been set up to successfully
address the outlined issues.
Can award degrees

7. 7
An institution focussed on delivering learning experiences to
students on scale. Providing qualifications at undergraduate and
post graduate level. Using distance learning approaches. With open
entry (no conditions for entry based on qualifications).
Open Entry Model – Overview
OU UK Open University UK 1969 OU Israel Open University Israel 1974
Primary Aim Inclusion through openness Inclusion through openness
Entry Requirements None (for UG) None (for UG)
UG Quals Over 200 qualifications. Certificates,
diplomas, micro-credentials, short
courses, open learn courses, degrees.
More than 600 courses.
PG Quals Masters – not open
Postgraduate diplomas, Doctorates
Masters – not open.
No doctorates
Main Mode (online, blended, f2f) Online Self-study books – downloadable

8. 8
Strength Weakness
• ENROLMENTS (potential for massive scale)
• INCLUSION: would allow greater access to learning for those
currently excluded on basis of qualification, geography, time,
gender, disability or income)
• EXPERIENCE (digital enabled capability) – while not necessarily
solely digital in mode – would be a substantial move into digital
delivery for Kenya
• OUTCOMES (qualifications) Awards degrees and delivers CPD
• ALL: Direct control – establishing an institution with dedicated
team, systems and quality control process in place to deliver
specific objectives for scale, inclusion, capacity and outcomes
• ALL: Direct control over quality and curriculum through
organization objectives and design
• OUTCOMES: Completion rates can be a challenge to maintain
(probably via focus on quality of dedicated course design and learner
support)
• OUTCOMES: Some counties do not recognize online degrees
• EXPERIENCE: Reputation and brand will need to be established
INCLUSION: Equity if delivered with online only (it might be necessary
to consider how those with mobile only or limited access can learn –
maybe via 'blended' options?
• OTHER: Investment – requires public or private investment to
establish
Opportunity Threat
• ALL: Unmet need amongst excluded (in Kenya)
• ALL: Could indirectly stimulate (though competition and
stimulation of market) other HEIs to adopt move to more flexible,
online and distance learning.
• OTHER: Potentially a supplier to Kenya and wider region
• OTHER: Some protection against local alternative to global
competitors
• OTHER: Builds capacity to supply to international micro-credential
platforms
• OTHER: Competition Growth of traditional HEI provision of online,
distance offer (nationally and internationally)
• OTHER: Threat to Kenyan perspective and needs - globalised
knowledge weakens local perspective (does not reflect local needs)
Open Entry Model – SWOT

9. 9
An institution focussed on delivering learning experiences
to students on scale. Providing qualifications at
undergraduate and post graduate level. As with Open
Entry model, but with conditional entry. Can be offline
and online or blend. May have research activity as well.
Open Distance Model
Examples
• National OUs : IGNOU, UNED, UNISA NOUN,
• HEI consortium model Australia (OUA)
• African Virtual University: AVU

10. 10
Open Distance Model - SWOT
Strength Weakness
• ENROLMENTS (potential for significant scale) – in principle can deliver
learning on a massive scale
• INCLUSION- would allow greater access to learning for those currently
excluded on basis of geography, time, gender, disability or income)
• EXPERIENCE (digital enabled capability) while not necessarily solely digital
in mode – would be a substantial move into digital delivery for Kenya
• OUTCOMES (Qualifications) Awards degrees and delivers CPD
• ALL: Direct control – establishing an institution with dedicated team,
systems and quality control process in place to deliver specific objectives for
scale, inclusion, capacity and outcomes
• ALL: Direct control over quality and curriculum through organization
objectives and design
• EXPERIENCE(Completion) rates can still be a challenge to
maintain (probably via focus on quality of learner support)
• EXPERIENCE (Reputation) and brand will need to be
established (probably via relentless focus on quality and
employability)
• INCLUSION (Equity) if delivered with online only (it might be
necessary to consider how those with mobile only or limited
access can learn – maybe via 'blended' options?
• OTHER: Investment – requires public or private investment
to establish
• OUTCOMES: Some counties do not recognize online degrees
Opportunity Threat
• ALL (Unmet need) amongst some excluded (in Kenya)
• ALL: Could indirectly stimulate (though competition and stimulation of
market) other HEIs to adopt move to more flexible, online and distance
learning.
• ALL: Could directly stimulate/support other HEIs (licensing content and/or
systems) into other traditional HEIs starting hybrid models
• OTHER: Potentially a supplier to Kenya and wider region
• OTHER: Some protection against local alternative to global competitors
• OTHER: Builds capacity to supply to international micro-credential platforms
• OTHER: Competition Growth of traditional HEI provision of
online, distance offer (nationally and internationally)
• OTHER: Threat to Kenyan perspective and needs - globalised
knowledge weakens local perspective (does not reflect local
needs)

11. 11
Traditional university with a parallel distance learning
offer option. Will be both offline and online.
Examples
• University of Laval, Canada
• Penn State, US
• Phoenix, US
• Open University of Hong Kong
Hybrid Model
+

12. 12
Hybrid Model – SWOT
Strength Weakness
• ENROLMENTS: Moderate scale –some more enrolments dependent
on HEI commitment
• INCLUSION (meets some aspects of inclusion) – could allow greater
access to learning for those currently excluded on basis of geography,
time, gender, and maybe disability and income
• EXPERIENCE (should be digital enabled) – while not necessarily solely
digital in mode – would be a substantial move into digital delivery for
Kenya, though dependent on the commitment of the HEIs involved
and the capabilities of their teams and separate systems
• OUTCOMES (qualifications)- Awards degrees and potentially CPD
• OTHER: Investment Potentially lower central investment compared to
Open Entry or Open Models
• OUTCOMES ( Completion) rates can still be a challenge to maintain
INCLUSION (Equity) if delivered with online only (it might be necessary to
consider how those with mobile only or limited access can learn)
• EXPERIENCE (Quality) – There is no centre of/critical mass of excellence, no
critical mass of dedicated teams
• EXPERIENCE (Curriculum) may not be designed for quality distance offer or
redesigned for competency-based outcomes
• ALL: Indirect control - May prove difficult to ensure it meets objectives or
meets quality requirements
• OTHER: Investment – requires HEI (and possibly some public investment) to
develop, may require multiple delivery systems (one for each HEI) and
multiple independent teams
• OUTCOMES: Some counties do not recognize online degrees
Opportunity Threat
• EXPERIENCE: Builds capacity to supply to international micro-
credential platforms
• EXPERIENCE: Curriculum: Possibly (if HEIs invests in curriculum
development) opportunity to design new focused curriculum
(competency based and perhaps STEM focused)
• ALL: Unmet need amongst some excluded (in Kenya)
• OTHER: Potentially a supplier to Kenya and wider region
• OTHER: Some protection against local alternative to global
competitors
• OTHER: Competition Growth of traditional HEI provision of online, distance
offer (nationally and internationally)
• OTHER: Threat to Kenyan perspective and needs - globalised knowledge
weakens local perspective (does not reflect local needs)

13. 13
The exploitation of an existing open (no entry
requirements) digital online platform offering small
course components that may potentially contribute to
part of a qualification (at a traditional university) or an
enhancement to existing qualifications/ competencies.
(continuing professional development).
Examples
• Major platforms that could be used Coursera, EdX, FutureLearn ,
Getsmarter (not qual credit)
• OER based: OERu, Saylor.org
Micro-credential Model

14. 14
Micro-credential Model - SWOT
Strength Weakness
• ENROLMENTS: Scale – in principle could deliver some
increase in enrolments
• INCLUSION: Focus on some aspects of inclusion –
could allow greater access to learning for those
currently excluded on basis of qualification,
geography, time, gender, and maybe disability and
income)
• EXPERIENCE: Focus on digital enabled – solely digital
in mode
• OTHER: Investment - Lower central investment
required
• EXPERIENCE: Completion rates can still be a challenge to maintain, especially without
dedicated learner support
• INCLUSION: Equity will exclude many of those currently excluded by being online available
online
• EQUITY: Global platforms tend to serve the well-educated and confident learner – no specific
support for low confidence
• EXPERIENCE: Very limited range of curriculum coverage
• OTHER Investment – will require HEI investment to develop Kenyan focused offer
• OTHER: Indirect control over quality, outcome, experience
• OTHER: Very US focused (little Kenyan focus)
• OTHER: Does not award degrees directly
• OTHER: Introducing international competition
• OTHER: Fees: shared with platform provider
Opportunity Threat
• EXPERIENCE: Curriculum: Possibly (if HEIs invests in
curriculum development) opportunity to design new
focused curriculum (competency based and perhaps
STEM focused)
• EXPERIENCE: Industry relations: Possibly (if
HEIs commit) an opportunity to build new industry
relations from inception
• ALL: Unmet need amongst some excluded (in Kenya)
• OTHER: Some protection against local alternative to
global competitors
• OTHER: Competition Growth of traditional HEI provision of online, distance offer (nationally
and internationally)
• OTHER: Competition: Presence of Kenya HEIs maybe swamped by other international HEIs
• OTHER: Threat to Kenyan perspective and needs - globalised knowledge weakens local
perspective (does not reflect local needs)

15. 15
A staff and organisational development institute focussed
on encouraging and aiding/capacity building in other HEIs.
Not focussed on directly delivering qualifications to
students on scale. May also support/enable online service
delivery.
Examples
• University based: IET, BLE, STRIDE
• Public: JISC, COL
• Private enablers: Pearsons, OES, Coursera
Catalyst Model

16. 16
Catalyst Model - SWOT
Strength Weakness
• OTHER: Can support any model
• OTHER: Requires modest investment
• ENROLMENTS: This could be slow to have an impact (on scale,
inclusion, capability or quality of learning)
• EXPERIENCE: Does not have direct role in delivery – requires significant
commitment and motivation from traditional HEIs
• OUTCOMES: Does not have degree awarding powers
• ALL: Maybe difficult to build critical mass of expertise quickly
Opportunity Threat
• OTHER: Could become Kenyan and region centre
of excellence
• OTHER: Competition there are other international providers (public
and private) which traditional HEIs may opt to use

17. 17
Model
Investment
Equity/
Inclusion
Scale
Kenya
Focus
(or
global)
New
organisation?
Degree
Awarding?
Blended
option?
HEIs
benefit?
Open High High Large Yes Yes Yes Yes Maybe
Distance High Medium Large Yes Yes Yes Yes Maybe
Hybrid Medium Medium Medium Yes No Yes Yes Yes
Catalyst Medium N/A N/A Yes Yes No N/A Yes
(if committed)
Micro-credential Low Medium Medium No No No No Maybe
National OU models – Initial reflections

18. 18
Pathways to models
Catalyst
Open Distance Open Entry Distance
Micro-credentials
(on existing international platforms)
Hybrid
**becomes
generates
generates
Catalyst
*SHARE
*Potential to co-develop courses and possibly systems of
delivery. Presenting independently, setting own fees
**Once established, could consider some courses
becoming open entry

19. 19
Next steps
• 2-3 Further workshops to jointly find the best solution for Kenya
• Outline paper with options and recommendations
• Government of Kenya decide on model
• Co-develop the NOUK roadmap

20. Work together. Learn together. Grow together.
Implemented by:
Add Ukaid/UK Government,
Embassy or HMG logo
Add partner logo
Thank you!