| dc.description.abstract | The identifiable benchmarks that showcase description of ‘diversity’ in enrolment or
admission for university education in Kenya were described. Universities encourage multiethnic student and staff populations purely based on merit. In achieving “a globally
competitive and prosperous nation with a high quality of life by 2030” (GOK, 2007),
institutional attention to meritocracy and promotion of national cohesion through diversity
and unity for success is essential. The overall quality of education in the universities is
affected to a larger extent by large number of students against limited resources. Diversity
focuses on demographic variety of student’s social and religious background but not tribal
affiliations. A systematic and brief review of available evidence was used to describe
diversity of enrolment for university education in a fast growing university and higher
education system. The professional practices of scientific research were adhered to as
stipulated in the Declaration of Helsinki (Maltby, McGarry, William, & Day, 2010).
Expansion of universities is rapid due to increasing number of students who are interested
and want to pursue university education. In both public and private universities enrollment is
a serious exercise for both the university and the ‘freshmen’. Literature reviewed pointed at
increasing complexity of forces in university education system, dynamics and diverse
enrolment options, reputation and social positioning of universities in the society, diversity as
humanistic patterns were found significant. Enrollment trends and impacts showed increase
in demand for university education, and the risk of decreasing quality and predictability of
outputs and results. This description proposes that all human need to equivocally advocate for
and ensure equitable distribution of merit and opportunity for a sustainable future in
university education. There is need however to determine national diversity index for
university enrollment in Kenya. | en_US |
