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councils copy


The 11th Kenyatta Universit Council Members were appointed and reappointed through Kenya Gazette Notices No. 2373, No. 2374 dated 20th March, 2020 and No. 9718 dated 21st September, 2018.

Council Members

Chairman of the University Council
prof migot shem

Prof. Shem E. Migot-Adholla Ph.D.,
B.A.(University of East Africa),M.A.., Ph.D. (Michigan State University)


Shem E. Migot-Adholla is a social and economic development specialist with long inter-disciplinary research and policy experience in many countries. He is a private consultant based in Nairobi, Kenya and works on issues including agriculture and rural development, migration, land policy reform, environmental management and rural health issues. He is currently a member of the Board of Directors of Equity Bank, Kenya and serves as Chairman of Equity Bank subsidiary in South Sudan. He is also the Chairman of Council of Kenyatta University, Nairobi, and was the Chairman of the Center for Corporate Governance, Nairobi, from 2009 to 2016, and served on the Board of Kenya Wildlife Trust (KWT), a charitable fund based in Nairobi, over the same period.
He previously served as Vice-Chairman of the Board of Directors of the Kenya Wildlife Service (KWS) between 2004 and 2007, and was also a member of the Board of Directors, Housing Finance Company of Kenya between 2009 and 2015
He was the Lead Specialist on Land Policy and Administration for Africa Region at the World Bank Headquarters, Washington, DC, between 1994 and 2004. During that period he also served (on secondment) as Permanent Secretary, Ministry of Agriculture and Rural Development, Government of Kenya, where he was responsible for formulation and implementation of agricultural and rural development policy as well as general oversight of one of the largest ministries in the country, including some 38 state corporations.

Earlier, he had a long and engaging career at the University of Nairobi where he taught for many years, provided leadership in the Department of Sociology and was involved in research activities at the Institute for Development Studies (IDS). This latter experience gave him extensive field work experience in every region in Kenya. In these capacities, he has also run workshops and conferences, prepared reports and professional publications focusing on rural land issues, migration, rural institutions, pastoralism, as well as rural health and disease problems. He has also been involved in a number of feasibility studies, project reviews and evaluations in many parts of Kenya and East Africa on behalf of governments, bilateral, multilateral organizations as well as private corporations.
His working experience spans many African countries as well as Haiti, Kyrgyz Republic and several Asian countries. Over the years Prof. Migot-Adholla has built an extensive inter-disciplinary background and cultural open-mindedness. He has the ability to apprehend and act innovatively as a team leader.

Prof. Collete A. Suda(Ph.D, FKNAS,EB)


Prof. Collete A. Suda(Ph.D, FKNAS,EB) is the Chief Administrative Secretary and Principal Secretary,State Department for the University Education and Research,Ministry of Education.She holds a B.A(Hons.) Degree from the University of Nairobi, M.Sc. Degrees in Rural Sociology and Community Development(Missouri-Columbia) and Ph.D. in Rural Sociology (Missouri-Columbia).


dr margaret wanjiku Dr. Margaret Wanjiku Njoroge  

Dr. Margaret W. Njoroge is a Lecturer in the Department of Psychology at the Catholic University of Eastern Africa. She holds a PhD in Counseling Psychology from Egerton University. Dr. Njoroge also holds a Masters degree in Counseling Psychology and a Bachelors degree in Psychology (Counseling).  She previously worked in other organizations both NGOs and learning institutions.

These include among others, Mount Kenya University, The Presbyterian University of East Africa and Kenya Methodist University.. Dr. Njoroge has published articles in various international journals and presented conference papers in her area of expertise.

mr erick sila
Mr. Eric Kingdom Sila

Eric K Sila is currently Deputy Director, Credit Risk at NIC Bank Kenya. Prior to that, he was Head of Business Support & Corporate Recoveries (Corporate Credit) at Barclays Bank of Kenya. He is a holder of Masters degree in Business Administration (Strategic Management) and a Bachelors degree in Commerce (Finance) from the University of Nairobi. He has international leadership experience having led teams in Corporate Credit and Business Support and Recoveries in Zambia, Uganda and Tanzania. Mr. Sila is a professional banker with leadership skills in credit risk, management, credit administration and operational risk amongst others.

mr ahmed 2
Mr. Ahmed Mohamed Ibrahim

Mr. Ahmed M. Ibrahim is currently the Chief Executive Officer at Tassia Integrated Academies Limited. He holds a Masters degree in Arts (International Relations) from Brunel University, London and a Bachelors degree in Arts (International Development) from the University of East London, UK. Mr. Ahmed has previously worked in several international organizations including Islamic Relief World Wide, The Kenya Red Cross and The Inter-Continental Charity Organization based in London, UK.

Dr.Kamau Thugge


Dr. Kamau Thunge is the Principal Secretary of the National Treasury. He serves in the Ministry of Finance as the Econimic Secretary and the Director in charge of Fiscal and Monetary Affairs.

Mrs Gertrude Muthoni Namu

Mrs. Getrude Muthoni Namu


Mrs. Getrude Muthoni Namu holds a Master Degree in Education(Library and Information Science) and a Bachelor Degree in Education from Kenyatta University.She is an accomplished leader who has vast knowledge and experience in curriculum and programmes development. She has provided strategic and policy direction in various institutions in addition to spearheading and managing relationships,collaboration and accredition. Mrs. Namu has also served as a Member of Council, Masinde Muliro University of Science and Technology and as a Board Member of Embu College.

Mr. Narry P. Onaya Odeck

Mr. Narry P. Onaya- Odeck


Mr. Narry P. Onaya- Odeck holds a Master Degree in Project Planning and Management and a Bachelor Degree in Education from the University of Nairobi.He is a professional administrator with vast leadership skills in administration and human resource management among others.Mr. Onaya joined the University of Nairobi Administration in the year 1979 as a senior administrative assistant and moved through the ranks working in various departments before becoming the University Registrar in charge of Administration and Human Resource Management in the year 2009. Mr. Onaya has also served as a Member in various Boards including Sangalo Institute of Science and Technology Board.

Prof. Paul K. Wainaina


Prof. Paul K. Wainaina is a Professor of Education with a PhD(Philosophy of Education),Master of Arts(Philosophy of Education) and a Bachelor of Education. He is the current Vice-Chancellor,Kenyatta University. Previously, he served as Deputy Vice-Chancellor (Administration) at Kenyatta University for six years. Pro. Paul K. Wainaina has also held a number of administrative positions among them: Founding Chairman Department of Education Foundations- Moi University; Chairman, Department of Educational Foundations and Management -University of Namibia; Deputy Dean, Faculty of Education -University of Namibia; Dean, Faculty of Education, University of Namibia.



There shall be a Council of the University which shall consist of:-

  • A chairman, a vice-Chairman and an honorary treasurer – all of whom shall be appointed by the Chancellor;
  • The Vice-Chancellor;
  • The Deputy Vice-Chancellor
  • The principal of each constituent college;
  • The Permanent Secretary to the Ministry for the time being responsible for University education;
  • The Permanent Secretary to the Ministry for the time being responsible for finance;
  • Not more than eight members appointed by the President to represent the Government;
  • Four persons appointed by the Senate from among its members;
  • After a date appointed by the Council, two persons appointed by the Convocation from among its members;
  • Two members elected by non-Senate members of the academic staff from among themselves;
  • Two members elected by the students’ organization;
  • One person elected by the non-academic staff from among themselves;
  • Not more than two members co-opted to the Council from time to time.

Subject to sub-section (3), a member of the Council, other than an ex-officio member, shall hold office for a period of three years, but shall be eligible for re-appointment.The office of a member of the Council shall become vacant:-

  • If, not being an ex-officio member, he resigns his office by writing under his hand addressed to the
  • University Secretary;
  • If the Council is satisfied that the member, is, by reason of physical or mental infirmity, unable to exercise the functions of his office;
  • Upon his death.
  • Where the office of a member of the Council becomes vacant under subsection (3), the University Secretary shall forthwith notify the vacancy to the approppriate appointing body or person.
  • The procedure and the conduct and regulation of the affairs of the Council shall be vested in the Council.

Functions of the Council:
  • Subject to this Act, the Council shall be the governing body of the University through which the
    corporation of the University shall act and;-
  • Shall administer the property and funds of the University in a manner and for purposes which shall promote the best interests of the University, but the Council shall not charge or dispose off immovable property of the University without prior approval of the Chancellor;
  • Shall receive, on behalf of the University or a constituent college, donations, endowments, gifts, grants or other moneys and make disbursements there from to the constituent college or other bodies or ‘persons’;
  • Shall provide for the welfare of the students of the University;
  • May enter into association with other universities, or other institutions of learning, whether within Kenya or otherwise, as the Council may deem necessary and appropriate.
  • May, after consultation with the Senate, make regulations governing the conduct and discipline of the students of the University.
  • All documents, other than those required by law to be under seal, made on behalf of the Council and all decisions of the Council, may be signed under the hand of the Chairman, the Vice-Chancellor, the University Secretary, the Registrar or any other member of the Council generally or specially authorized by the Council in that behalf.



1 Parental role of supporting CBC in the context of COVID 19. The role of parents has been catalyzed and transformed by COVID 19. Opinion pieces may focus on parental education needs, authority, required support systems to support learning process parent teacher collaboration etc.

Early Years education (EYE) (ECE; also nursery education) is a branch of education that relates to the teaching of children (formally and informally) . It is as an important period in a child's development. Opinion pieces to highlight on types of caregiving of this group of learners in the advent of COVID 19 and CBC demands, what parents need to know to support the holistic development of the child’s personality while away from school..


Transition at different levels has been disrupted, what are the different scenarios that should be expected after COVID 19? What are the implication for schooling? Will there be an influx at any of the levels? Who will be in Form 1 in 2021, for example? Who will join university in 2021? Implications of a gap year created by COVID 19 on the whole education system from curriculum development, curriculum implementation, curriculum assessment etc.

2. Resources (Physical and Human): This theme intends to attract pieces that may address a specific or a combination of resources to include mitigation of resultant challenges of CBC implementation process brought on by COVID 19. Readiness of resource availability for reopening of schooling. Planning for resources that should be considered to support safe - return to school.   Mobilization strategies for essential resources, financing, use of existing community resource centers such as TAC- centers, community libraries, how to manage the teacher/ student ratio viz a viz class smaller class sizes now enhanced by COVID 19. What alternative resources exist and how CBC roll out process make use of them?

3. Reopening of schools CBC and COVID 19. A possible spread out of opening of school is likely to occur, opinion on the most strategic process that focuses on learning process or examination completion is a good starting point. What are the tradeoffs for giving examination classes priority over the EYE for the return to school calendar? Which is the most deserving group and why? Who needs to quickly return to class? What is the implication for CBC rollout? What precautions should be considered to avoid losing the gains already made with CBC rollout? How can the CBC implementation process be sustained?

4. University reopening and CBC rollout program. University programs have been most affected by COVID 19. What should university be focusing on to enable resumption or continuation of studies? What shared good practices exist and how can these be contextualized for Kenyan Universities. What lessons have been learned and how can these be replicated in other universities or strengthened? What are the implications for preparing students who will be managing CBC classes previously slotted for 2023? How can the university prepare for the gap created? What type of timelines should the universities be working with with respect to CBC? How can the university respond to remain supportive of the CBC rollout

4. Special Needs learners. The impact of COVID 19 on special needs learners. Special needs learners experience social and physical limitations. What services are available to support special needs learners while out of school and on resumption of studies? COVID 19 is known to be more aggressive when the victim has underlying conditions that are common with special needs learners. Are there new resources required in these institutions? How prepared are the caregivers and teachers to facilitate this new demand of how to mitigate and embrace the new normal WRT social distancing and special needs learners?

5. CBC Curriculum and COVID 19: CBC was introduced to respond to societal needs but in the present situation of COVID 19 pandemic, societal needs are changing. To remain relevant, is there need to analyse the content and context of CBC so as to respond to the new normal being created by COVID 19? How can the implementation process be strengthened? Is there need to reflect with a fresh look on policies that govern CBC? Can the curriculum be analysed to determine the possibility of including or excluding content to reflect and respond to the new normal? What content should be encouraged to be done while out of school for the CBC group? How can continuity be sustained especially for the pioneering classes now at Grade 4 (2020)? Can the ongoing process work amid the new environment or is a halt necessary?

6. Gender, CBC and COVID 19 Effects. How has COVID 19 impacted the schooling the child at home in-terms of gender aspects? What gender related challenges face these children (pregnancy, truancy, tribal wars, helplessness, stigmatization, child labour, abuse) and other rights of the child? What can be done to minimize expected damage?

7. Teacher Readiness. Teachers will play a very important role when schools reopen. They will be in the frontline of prevention and management of the aftermath of COVID 19. There is need to start a discussion on how teachers are being prepared for school reopening amid COVID 19. How can teacher managers (TSC, School directors) make use of teachers during this COVID 19 pandemic? What could be the psychological status of teachers and how ready are they in the management of COVID 19 prone learners or those who will be reporting from COVID 19 red zones. How will the schools manage stigmatization when they are part of the population exposed? How ready are teachers’ assessment skills that can help them identify a child in need of support and provide first aid or nursing help (PSYC assess). What skills do teachers need to respond appropriately to the COVID aftermath? How can teachers be prepared through TPD to become better learners in the context of lifelong learners as they will need to access new content to remain relevant and useful to the community?

8. Alternative Schooling and CBC:   As a response to COVID 19 experience, are there other modes of schooling that can be considered to respond to the new normal? What is the place for blended learning, flipped schooling, de-schooling, media (TV, Radio) schooling, home schooling etc? What support systems are required to manage alternative schooling so no child is left behind? What are the strengths and weakness and opportunities for these alternatives? Is there need for policies for these desirable alternatives?

9. Assessment Process and COVID 19: The strength and success of CBC will be anchored in the transformation of the mode of assessment. Assessment has a direct effect on teachers’ pedagogical orientation. Are there assessment modes that can be addressed by CBC implementation process to strengthen suggested modes? What other novel assessment modes are available or tried? How can learning be assessed outside the classroom? Because of COVID 19, student sitting their examination this year 2020 are experiencing anxiety that is linked to psychological trauma that may impact their results negatively. Students who require close monitoring (usually paid for by guardians) are likely to lose that opportunity due to distancing, There is need for opinion about structural adjustments that the assessment body should put in place to respond to this anxiety for both guardians and candidates. Interpretation of student results have implications for next level of education process, what type of scenarios should be introduced to mitigate this process? Is it time to introduce entrance examinations especially to tertiary level institutions? Is there a role for the aptitude test to support summative certificate assessment grades? Is DISTANCING GOOD FOR LEARNERS?

10. ICT and Education. To make use of ICT, the ministry of Education among other sectors in the country has rolled out some form of media schooling! (An evaluation opinion on this) What opinion can be shared with respect to the quality control strategies that are being used or those that need to be put in place? What lessons can we learn from the ongoing media learning in terms of content and delivery process? Use of Media has found its place in the schooling system due to COVID 19 pandemic. How can this be sustained to move the e-learning towards interactive student centeredness approach that can be worth learners’ time? What lessons have been learned and how can this be applied or improved?

11. Psychological impact on learners resulting from COVID 19 experience. What are the psychological scenarios that can be expected of learners, teachers, school administrators, students and other stakeholders? What post- COVID 19 containment behaviors are expected and how can they be managed? Is stigmatization going to be a possible concern? Is there a place for guidance and counselling in the post COVID 19 containment?

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