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Adding Value to Knowledge or Eroding the Quality of Education? a Critical Examination of the Module II Degree Programmes in Kenyan Public Universities

dc.contributor.authorKiaritha, Njeri
dc.contributor.authorWaiganjo, Maina
dc.contributor.authorNungu, Musembi
dc.date.accessioned2014-07-14T11:39:00Z
dc.date.available2014-07-14T11:39:00Z
dc.date.issued2014
dc.identifier.citationNjeri Kiaritha, Maina Waiganjo, Musembi Nungu (2014). Adding Value to Knowledge or Eroding the Quality of Education? a Critical Examination of the Module II Degree Programmes in Kenyan Public Universities. A Comparative Analysis of Higher Education Systems, pp 59-71en_US
dc.identifier.urihttp://link.springer.com/chapter/10.1007/978-94-6209-533-5_5
dc.identifier.urihttp://hdl.handle.net/11295/72929
dc.description.abstractFaced with the complex challenge of meeting rising demand in the face of declining government funding since the late 1980s, public universities in Kenya have had to seek alternative income-generating activities, as well as innovative and flexible programming.en_US
dc.language.isoenen_US
dc.publisherUniversity of Nairobien_US
dc.titleAdding Value to Knowledge or Eroding the Quality of Education? a Critical Examination of the Module II Degree Programmes in Kenyan Public Universitiesen_US
dc.type.materialen_USen_US


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