Bridging Enrolment Gap: Exploring Obstacles and Strategies to Improve Inclusivity for Students with Disabilities in Kenya's Private Higher Education. Literature Review

Abstract

Despite the presence of policies supporting the inclusion of persons with disabilities in Kenyan learning institutions, including the Sector Policy for Learners and Trainees with Disabilities (2018), the Kenyan Constitution (2010), the Disability Act (2003), Ominde Report (1964) among others and Kenya's status as a signatory to international conventions; the enrollment of students with disabilities in private higher education institutions in Kenya remains low hindering their inclusivity. In spite of the efforts to attain inclusive education, it is still estimated that 258 million children, adolescents and young people do not enter the school system which represents 17% of the world’s population. Specifically, in higher education the percentage is even higher, reaching approximately 60% of people who do not enter that educational level. Therefore, the gross average world enrollment rate reached only 38% in 2018. Furthermore, wide differences were observed between low-income countries with a 9% enrollment, as compared to high-income countries, where 75% was attained. According to the Commission of University Education Statistics 2017-2018, the reported number of students with disabilities in Public and Private Universities reduced by 10% from 881 in 2016 to 793 in 2017. Most of these learners were admitted to government Universities (681) representing 85.9% of the total admitted in comparison to Private Universities (112) representing 14.1%. This article explores the factors contributing to this low enrollment gap hindering inclusivity and proposes strategies to improve the implementation of inclusive policies. Through an extensive literature review, the article identified barriers hindering the effective implementation of inclusive education policies. By emphasizing the importance of adhering to these laws, the study sought to provide insights that can inspire private universities to take decisive actions to improve inclusive education, thus boosting the enrollment and academic success of learners with disabilities in private universities in Kenya