Final Feasibility Study Report KAIST

2015 Kenya
Advanced Institute of
Science &
Technology
Feasibility Study
Final Report
October 30, 2015
KAIST Consortium
ⓒ2015 Korea Eximbank / EDCF (Economic Development Cooperation Fund)
38 Eunhaeng-ro, Yeongdeungpo-gu, Seoul 150-996, Korea

Telephone: +82-2-3779-6114
Internet: www.koreaexim.go.kr / www.edcfkorea.go.kr
This report was prepared for the Kenyan government by Korea Eximbank (EDCF). The
findings, interpretations, and conclusions expressed in this work do not necessarily reflect the
views of Korea Eximbank. Korea Eximbank does not guarantee the accuracy of the data
included in this commissioned work.
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Kenya Advanced Institute of Science and Technology Feasibility Study
2
Table of Content
List of Tables .............................................................................................................................. 9
List of Figures .......................................................................................................................... 13
List of Abbreviations ................................................................................................................ 15
Executive Summary ................................................................................................................. 19
Chapter 1. Feasibility Study (F/S) Overview ........................................................................... 25
Project Name........................................................................................................................... 25
Project Objectives ................................................................................................................... 25
Project Background................................................................................................................. 25
Project Rationales and Expected Outcomes............................................................................ 26
Project Costs ........................................................................................................................... 26
Project Risks ........................................................................................................................... 26
Methodology ........................................................................................................................... 28
Chapter 2. Project Context ....................................................................................................... 31
Geography and Demography .................................................................................................. 31
Geography ..................................................................................................................... 31
Demography .................................................................................................................. 33
Regional Context ........................................................................................................... 34
Political Context ..................................................................................................................... 35
Political Leadership ....................................................................................................... 35
Central and Local Governments .................................................................................... 36
Economic Context................................................................................................................... 37
Overview ....................................................................................................................... 37
Macroeconomic Performance ........................................................................................ 38
Industrial Profile ............................................................................................................ 41
Employment Conditions ................................................................................................ 43
Educational System................................................................................................................. 44
Overview ....................................................................................................................... 44
Primary & Secondary Education ................................................................................... 46
Higher Education ........................................................................................................... 46
Challenges and Responses............................................................................................. 48
Science and Technology System ............................................................................................ 50
Major S&T Institutions and Actors ............................................................................... 50
R&D Performance ......................................................................................................... 53
Government Plans for S&T Development .................................................................... 59
Kenya Vision 2030 ................................................................................................................. 62
Background ................................................................................................................... 62
Vision and Blueprints .................................................................................................... 63
Medium Term Plans ...................................................................................................... 64
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Flagship Projects ........................................................................................................... 66

Chapter 3. Project Rationale..................................................................................................... 71
Why Kenya Advanced Institute of S&T? ............................................................................... 71
S&T for Fast-Track Modernization ............................................................................... 71
Why a New University? ................................................................................................ 73
Why KAIST? .......................................................................................................................... 73
Historical Perspective .................................................................................................... 74
Key Contributions ......................................................................................................... 75
Current Performance ..................................................................................................... 76
Identity of the New Institute ................................................................................................... 77
Missions of the New Institute ........................................................................................ 77
Key Stakeholders ........................................................................................................... 79
Kenya Advanced Institute of S&T and Konza Techno City ................................................... 79
Why Konza? .................................................................................................................. 79
Current Status of the Konza Techno City Project ......................................................... 80
Potential Risks ............................................................................................................... 83
Chapter 4. Governance ............................................................................................................. 87
Legal Framework .................................................................................................................... 87
Special Law vs. Special Status ...................................................................................... 87
Special Benefits for Students (Industrial Experience Equivalence) .............................. 89
University Governance ........................................................................................................... 89
Governance Structures of S&T Universities in Korea .................................................. 90
Suggested Governance Structure for the New Institute................................................. 94
Board of Trustees .......................................................................................................... 95
Auditor........................................................................................................................... 96
President & Vice Presidents .......................................................................................... 96
Advisory Council & External Advisory Committee ..................................................... 98
Faculty Council ............................................................................................................. 98
Academic Organizations ......................................................................................................... 98
Academic Policy ................................................................................................................... 100
Degree Requirements .................................................................................................. 100
Admission Policy ........................................................................................................ 100
Admission Process ...................................................................................................... 101
Student Benefits and Status ......................................................................................... 101
Faculty .................................................................................................................................. 101
Special Note on the Recruitment of Top-rate Faculty and Students ........................... 103
Chapter 5. Academic Programs .............................................................................................. 105
Analytical Approaches .......................................................................................................... 105
Trade-offs in Program Selection ................................................................................. 106
STEEP Framework and Selection Criteria .................................................................. 106
Qualitative Approach ............................................................................................................ 107
Major Criteria .............................................................................................................. 107
Analysis of National Needs ......................................................................................... 108
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Analysis of Industrial Needs ....................................................................................... 113

Combining the Two Results ........................................................................................ 118
Quantitative Approach .......................................................................................................... 119
Domain of Choice ....................................................................................................... 122
Results ......................................................................................................................... 123
Stakeholders’ View ............................................................................................................... 128
Initial Programs and Phased Expansion ................................................................................ 131
Initial Programs ........................................................................................................... 131
Phased Expansion ........................................................................................................ 131
School Size .................................................................................................................. 133
Curriculum ............................................................................................................................ 135
Mechanical Engineering .............................................................................................. 135
Electrical & Electronics Engineering .......................................................................... 136
ICT Engineering .......................................................................................................... 137
Chemical Engineering ................................................................................................. 138
Civil Engineering ........................................................................................................ 138
Agricultural Biotechnology ......................................................................................... 139
Basic Sciences (Education & Experiment) .................................................................. 139
Sub-Fields per Program ............................................................................................... 142
Equipment and Facilities (E/F) ............................................................................................. 145
Current Status .............................................................................................................. 145
Common E/F by Program............................................................................................ 147
University-Wide E/F ................................................................................................... 151
ERP System ................................................................................................................. 151
Chapter 6. Industrial-Academic Collaboration ...................................................................... 153
Rationales for Industrial-Academic Collaboration (IAC) ..................................................... 153
Current Status ....................................................................................................................... 154
Current IAC Initiatives in Kenya ................................................................................ 154
Major Actors in IAC ............................................................................................................. 155
University Sector in IAC ............................................................................................. 156
Industry Sector in IAC ................................................................................................ 158
Government Sector in IAC .......................................................................................... 160
Best Practices for Benchmarking .......................................................................................... 162
IAC Best Practices in Korea ........................................................................................ 162
IAC Framework for the New Institute .................................................................................. 163
Potential Areas for IAC ............................................................................................... 163
Office of University-Industry Cooperation (OUIC) .................................................... 164
University Technology Holding Company & Affiliated Company ............................ 168
Industry-Linked Educational Programs ....................................................................... 168
Start-ups and Entrepreneurship Programs ................................................................... 170
Technology Transfer Support ...................................................................................... 171
Kenya-Korea Collaboration in IAC ...................................................................................... 171
University-Industry Cooperation with Korean Firms within Kenya ........................... 171
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Strategies for ICT-Centered University-Industry Cooperation between Kenya and

Korea 173
Plans for KAIST-New Institute University-Industry Cooperation in ICT .................. 176
Provision of KAIST EDU3.0 Program Customized for Kenyan Firms ...................... 177
Chapter 7: Architectural Plan ................................................................................................. 181
Site Overview ....................................................................................................................... 181
Geographical Location ................................................................................................ 181
Architectural Overview ............................................................................................... 182
Understanding the Site ................................................................................................ 182
Current Conditions of Konza Technology City ........................................................... 183
Climatic Condition of Konza....................................................................................... 185
Existing Infrastructure ................................................................................................. 187
Architectural Requirements .................................................................................................. 187
Architectural Plan ........................................................................................................ 187
Mechanical System Plan.............................................................................................. 188
Electrical System Plan ................................................................................................. 189
Conceptual Design ................................................................................................................ 190
Konza Technology City Master Plan .......................................................................... 190
Development Phases.................................................................................................... 191
Zoning ......................................................................................................................... 191
University Band ........................................................................................................... 193
Infrastructures .............................................................................................................. 193
Campus Plan ......................................................................................................................... 195
Land Usage .................................................................................................................. 195
Zoning ......................................................................................................................... 195
Campus ........................................................................................................................ 196
Academic Program and Size ....................................................................................... 201
Laboratory Types ........................................................................................................ 204
Dormitory Unit Type ................................................................................................... 208
Faculty/Staff Residence Unit Type ............................................................................. 209
Code and Regulation ............................................................................................................. 209
Architecture Permits ............................................................................................................. 213
Similar Project Analysis for Cost Estimation ....................................................................... 213
Strathmore University ................................................................................................. 213
University of Kabianga Kericho Kenya ...................................................................... 215
JeonBuk Science University ........................................................................................ 216
Material Cost Analysis ................................................................................................ 218
Labor Cost Analysis .................................................................................................... 219
Spon’s African Construction Cost ............................................................................... 220
Project Duration and Implementation Schedule for Construction ........................................ 221
Project Duration .......................................................................................................... 221
Chapter 8. Project Cost Estimation ........................................................................................ 225
Project Cost Overview .......................................................................................................... 225
Project Cost Summary ................................................................................................. 225
Itemized Project Cost .................................................................................................. 225
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PART I: Direct Project Cost ................................................................................................. 228

Direct Project Cost ...................................................................................................... 228
Consulting Cost (Construction) ................................................................................... 231
Consulting Cost (Education & Training) .................................................................... 236
Contingencies .............................................................................................................. 239
Country of Origin ........................................................................................................ 243
Part II: Detailed Operational Costs ....................................................................................... 250
Assumptions and Referential Data for Operational Cost Estimation .......................... 250
Estimates of Each Component of Operational Costs................................................... 254
Endowment Fund ........................................................................................................ 258
Thirty-Year Projection of the Operational Cost .......................................................... 261
Chapter 9. Feasibility Analysis .............................................................................................. 264
Policy Feasibility .................................................................................................................. 264
Importance of National Policy..................................................................................... 264
Policy Feasibility Analysis .......................................................................................... 265
Technical Feasibility ............................................................................................................. 266
Potential Technical Problems ...................................................................................... 266
Assessment of Technical Alternative .......................................................................... 266
Economic Feasibility ............................................................................................................ 267
Methods of Analysis .................................................................................................... 267
Cost-Benefit Analysis.................................................................................................. 267
Sensitivity Analysis ..................................................................................................... 284
Financial Feasibility .............................................................................................................. 286
Chapter 10. Pre-Requisites for Implementation ..................................................................... 288
Securing A Special Legal Status ....................................................................................... 288
Securing An Endowment Fund ......................................................................................... 288
Securing the Site Infrastructure ......................................................................................... 289
Securing Special Incentives for Top-Notch Students........................................................ 290
Securing Other Conditions for Timely Progress of the Project ......................................... 290
Chapter 11. Environmental & Social Impact Assessment ..................................................... 292
Environmental Impact Assessment ................................................................................... 292
Social Impact Assessment ................................................................................................ 292
Appendix ................................................................................................................................ 294
A. Aide Memoires ........................................................................................................................... 294
B. Official Documents Obtained from Kenya ................................................................................. 326
C. Survey Information ..................................................................................................................... 334
C1. Survey Sample .......................................................................................................................... 334
C2. Survey Questionnaire for July 2015 Sub-Field Selection Workshop ....................................... 339
D. Details of Quantitative Analysis ................................................................................................. 350
E. Degrees Offered in Top-4 Kenyan Universities in the Areas of Initial Programs ...................... 354
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F. Curriculum (Courses) .................................................................................................................. 362

G. List of Contacts .......................................................................................................................... 398
H. Trip Questionnaires .................................................................................................................... 404
References .............................................................................................................................. 416
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List of Tables
Table 1: Total Project Cost Summary ................................................................................................... 26
Table 2: Project Risks............................................................................................................................ 27
Table 3: Major Economic Indicators of Kenya ..................................................................................... 38
Table 4: Percentage Contribution of Industrial Activity to GDP in Kenya ........................................... 41
Table 5: Imports by Principal Commodity in Kenya ............................................................................ 42
Table 6: Key Crop Production in Kenya ............................................................................................... 43
Table 7: Wage Employment by Industry (2010~2013) ......................................................................... 43
Table 8: Selected Indicators on Education ............................................................................................ 44
Table 9: Student Enrollment by Sex in Top-5 Kenyan Universities ..................................................... 48
Table 10: Scientific Publications of Top 20 African Countries (1996~2014)....................................... 54
Table 11: Scientific Publications of Kenya in Global Comparison (1996~2014) ................................. 55
Table 12: Kenya's Ranking of Scientific Publications in Various Fields of Science ............................ 57
Table 13: Kenya's Rank in Global Innovation Index ............................................................................ 59
Table 14: Vision 2030 Medium-Term Plans - Issues & Challenges ..................................................... 65
Table 15: Vision 2030 Flagship Projects............................................................................................... 67
Table 16: Real GDP and Sectoral Growth Targets (2013-2017)........................................................... 72
Table 17: 2014 QS University Rankings for Top Asian Universities ................................................... 77
Table 18: East African Universities on the List of Top 100 African Universities ................................ 78
Table 19: Konza Master Plan Description............................................................................................. 80
Table 20: KOTDA Risk Assessment..................................................................................................... 85
Table 21: Governance Structures of S&T Universities in Korea .......................................................... 90
Table 22: Governance Structures of Other S&T Universities ............................................................... 93
Table 23: University Administrative Roles in Kenya ........................................................................... 97
Table 24: Summary of Analytical Approaches and Program Selection Results ................................. 105
Table 25: STEEP Framework for Program Selection ......................................................................... 107
Table 26: Differences in Views of Kenyan Experts & Stakeholders In and Outside of Kenya .......... 121
Table 27: Domain of Choice for Strategic Fields of Study (OECD Frascati Manual FOS) ............... 122
Table 28: Total Demand and Supply of Engineers in Kenya (2012~2030, by Discipline) ................. 125
Table 29: Fields of Engineering with Supply Shortage....................................................................... 127
Table 30: Fields of Engineering with Excess Supply .......................................................................... 127
Table 31: Stakeholder View on Strategic Fields ................................................................................. 129
Table 32: Fields Likely to Generate Demand for Skilled Engineers ................................................... 130
Table 33: Initial Programs in Three Faculties ..................................................................................... 131
Table 34: Phase II Programs ............................................................................................................... 132
Table 35: Experiment Courses for Each Program ............................................................................... 141
Table 36: Priority Areas for Mechanical Engineering......................................................................... 143
Table 37: Priority Areas for Electrical & Electronics Engineering ..................................................... 143
Table 38: Priority Areas for ICT Engineering ..................................................................................... 143
Table 39: Priority Areas for Chemical Engineering ............................................................................ 144
Table 40: Priority Areas for Civil Engineering ................................................................................... 144
Table 41: Priority Areas for Agricultural Biotechnology .................................................................... 145
Table 42: E/F of Top 4 Universities in Kenya .................................................................................... 146
Table 43: Common-Use E/F per Program ........................................................................................... 147
Table 44: Basic Experiment E/F per Program (Faculty I) ................................................................... 149
Table 45: University-Wide E/F ........................................................................................................... 151
Table 46: ERP System for the New Institute....................................................................................... 151
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Table 47: Role of Academic Research in Different Industries ............................................................ 153

Table 48: KICT's PPP Projects in ICT ................................................................................................ 154
Table 49: Number of Tertiary Education Institutions (2009~2013).................................................... 156
Table 50: Public Universities in Kenya (as of 2013) .......................................................................... 157
Table 51: Top Five Biggest Companies in Kenya............................................................................... 158
Table 52: Global Companies Headquartered in Nairobi ..................................................................... 159
Table 53: Visions, Missions and Objectives of Two Major STI Ministries ........................................ 160
Table 54: Semi-Autonomous Government Agencies in the RIT Sector ............................................. 161
Table 55: Best Practices of IAC in Other Countries ........................................................................... 163
Table 56: Management, Function, and Financing of the Office of University-Industrial Cooperation
(OUIC) ................................................................................................................................................ 164
Table 57: Distribution of Types of OUIC in Korea ............................................................................ 167
Table 58: Korean Firms Active in Kenya............................................................................................ 172
Table 59: Investment Plans for Public Infrastructure by Sector Allocated for 2012~2020 ................ 174
Table 60: Support Programs for KAIST-New Institute ICT-Centered University-Industry Cooperation
............................................................................................................................................................. 176
Table 61: Example of Team-based Projects ........................................................................................ 177
Table 62: Regional Data ...................................................................................................................... 182
Table 63: Minimum Floor Area Per Student ....................................................................................... 196
Table 64: Floor Area per Student Comparison.................................................................................... 197
Table 65: Building Space Plan ............................................................................................................ 197
Table 66: Areas for Academic Programs ............................................................................................ 201
Table 67: Area of the Cafeteria ........................................................................................................... 201
Table 68: Area of the Educational Facility.......................................................................................... 202
Table 69: Area for the Library ............................................................................................................ 203
Table 70: Area for the Hostel .............................................................................................................. 203
Table 71: Laboratory Unit Type Plan.................................................................................................. 204
Table 72: Laboratory Type Plan .......................................................................................................... 205
Table 73: Dormitory Unit Type Plan................................................................................................... 208
Table 74: CUE Code and Regulation .................................................................................................. 210
Table 75: Area per Student .................................................................................................................. 212
Table 76: Strathmore University Fact Sheet ....................................................................................... 213
Table 77: University of Kabianga Kericho Kenya Fact Sheet ............................................................ 215
Table 78: JeonBuk Science University Korea Fact Sheet: .................................................................. 216
Table 79: Material Cost Analysis ........................................................................................................ 218
Table 80: Labor Cost Analysis ............................................................................................................ 219
Table 81: Spon’s African Construction Cost Analysis........................................................................ 220
Table 82: Project Cost Summary ......................................................................................................... 226
Table 83: Construction Cost Estimates ............................................................................................... 228
Table 84: Construction Cost Analysis ................................................................................................. 229
Table 85: Construction Management Cost .......................................................................................... 230
Table 86: Fluctuation Rate of Engineering Specialists Labor Cost (Recent 5 Years)......................... 231
Table 87: Standard Fees ...................................................................................................................... 232
Table 88: Design Consulting Fees....................................................................................................... 232
Table 89: Bidding and Contract Fees .................................................................................................. 234
Table 90: Construction Supervision Fees ............................................................................................ 235
Table 91: Salary Information for Different Faculty Ranks ................................................................. 237
Table 92: Cost Estimates for Training in Kenya ................................................................................. 238
Table 93: Cost Estimates for Training in Korea .................................................................................. 239
Table 94: Total Cost for Education Consulting ................................................................................... 239
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Table 95: Inflation Rates - Kenya, Korea, and the World ................................................................... 240
Table 96: Ratio by Country of Origin ................................................................................................. 240
Table 97: Physical Contingencies ....................................................................................................... 240
Table 98: Price Contingencies ............................................................................................................. 242
Table 99: Physical & Price Contingencies (Total) .............................................................................. 242
Table 100: Shares Rate of the Construction Cost ................................................................................ 243
Table 101: Country of Origin Distribution for Equipment.................................................................. 244
Table 102: University-Wide E/F by Country of Origin ...................................................................... 246
Table 103: Departmental Equipment by Country of Origin ................................................................ 247
Table 104: Experimental Equipment by Country of Origin ................................................................ 249
Table 105: Operational Cost Classifications of Top Korean Universities .......................................... 250
Table 106: Key Assumptions for Operational Cost Estimation .......................................................... 251
Table 107: Faculty Salaries of Kenyan Public Universities (2009) .................................................... 253
Table 108: Faculty Salaries of Kenyan Public Universities (2014) .................................................... 253
Table 109: Cost Estimation for Wages & Salaries .............................................................................. 254
Table 110: Cost Estimation for Student Affairs .................................................................................. 255
Table 111: Cost Estimation for Research Affairs................................................................................ 255
Table 112: Cost Estimation for Current Costs .................................................................................... 256
Table 113: Distribution of Current Cost Items .................................................................................... 256
Table 114: Ten U.S. Universities with the Largest Endowments ....................................................... 258
Table 115: Suggestions for Endowment Fund Operation ................................................................... 259
Table 116: Potential Technical Problems ............................................................................................ 266
Table 117: Cost Distributions.............................................................................................................. 268
Table 118: Project Cost in Current Value ........................................................................................... 268
Table 119: Project Direct Cost in Present Value (r=12%) .................................................................. 269
Table 120: Local Spending out of Institute Operation ........................................................................ 271
Table 121: Direct Benefits in Current Value ....................................................................................... 273
Table 122: Direct Benefits in Present Value (r=12%) ........................................................................ 274
Table 123: Number of Graduates from the New Institute ................................................................... 276
Table 124: Average Salaries of Kenya ................................................................................................ 277
Table 125: Employment Effect and Implicit Contribution to Kenyan GDP in Current Value ........... 278
Table 126: Employment Effect and Implicit Contribution to Kenyan GDP in Present Value (r=12%)
............................................................................................................................................................. 279
Table 127: R&D Contribution to Kenyan GDP in Current Value ...................................................... 281
Table 128: Employment Effects and R&D Contribution to GDP ....................................................... 282
Table 129: NPV Derivation ................................................................................................................. 284
Table 130: Results of the Sensitivity Analysis .................................................................................... 284
Table 131: Social Impact Assessment I............................................................................................... 292
Table 132: Social Impact Assessment II ............................................................................................. 293
Table 133: Kenyan Experts (with a PhD or equivalent experience) ................................................... 334
Table 134: Kenyan Experts (with a Master’s degree or equivalent experience) ................................. 336
Table 135: Korean ODA Experts ........................................................................................................ 338
Table 136: Alternative Modes of Assessment for STEEP-AHP Analysis .......................................... 351
Table 137: Department Rankings from Quantitative Analysis ........................................................... 352
Table 138: S&E Degrees Offered in Top-4 Kenyan Universities ....................................................... 354
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List of Figures
Figure 1: Africa and Its Regions ........................................................................................................... 31
Figure 2: Map of Kenya and Its 47 Counties ........................................................................................ 32
Figure 3: Kenya's Population Structure ................................................................................................. 33
Figure 4: Kenya's Presidents ................................................................................................................. 36
Figure 5: Kenya's GDP Growth Rates ................................................................................................... 38
Figure 6: Changes in Growth Rates (Kenya vs. Other African Countries) ........................................... 40
Figure 7: Kenya's Monthly Inflation Rates (2014~2015)...................................................................... 40
Figure 8: Ministry of Education Budget as % of Total Government Budget ........................................ 45
Figure 9: List of Universities Authorized to Operate in Kenya ............................................................ 47
Figure 10: Kenya National Innovation System ..................................................................................... 51
Figure 11: Management of S&T in Kenya ............................................................................................ 52
Figure 12: Kenya's Gross R&D Expenditure (% GDP) in Comparative Perspective ........................... 54
Figure 13: Kenya’s Scientific Publications (2000~2011) ..................................................................... 56
Figure 14: Patent Applications in Kenya (2002~2012) ......................................................................... 56
Figure 15: Kenya Vision 2030 Architecture ......................................................................................... 63
Figure 16: Major Exporters and Importers of Kenya ............................................................................ 72
Figure 17: KAIST and South Korea's Development Trajectory ........................................................... 75
Figure 18: Alma Mater of Samsung Executives (as of 2013) ............................................................... 76
Figure 19: Key Stakeholders for the Kenya KAIST Project ................................................................. 79
Figure 20: Konza Master Plan Land Use .............................................................................................. 81
Figure 21: Konza Techno City Phase 1 Targeting Knowledge Workers .............................................. 82
Figure 22: Konza Techno City Programming Status ............................................................................ 83
Figure 23: Konza Blueprint ................................................................................................................... 84
Figure 24: Konza Construction Site (as of July 2015) .......................................................................... 85
Figure 25: Logical Framework of University Accreditation ................................................................. 88
Figure 26: Suggestion for the Governance Structure for the New Institute .......................................... 95
Figure 27: Flow of Qualitative Analysis for Program Selection ......................................................... 110
Figure 28: Program Selection Criteria and Sub-Criteria ..................................................................... 119
Figure 29: Results for Absolute Importance of Program Selection Criteria ....................................... 121
Figure 30: Results for Relative Importance of Program Selection Criteria......................................... 121
Figure 31: Total Demand and Supply of Engineers in Kenya (All Engineers) ................................... 128
Figure 32: S&T Park in the Kenyan National Innovation System ...................................................... 155
Figure 33: Models of University-Industrial Collaboration .................................................................. 156
Figure 34: Project Location ................................................................................................................. 181
Figure 35: Konza Techno City Location ............................................................................................. 183
Figure 36: Site Location ...................................................................................................................... 184
Figure 37: Site Photograph I ............................................................................................................... 185
Figure 38: Site Photograph II .............................................................................................................. 185
Figure 39: Precipitation in Nairobi ...................................................................................................... 186
Figure 40: Rainy Days in Nairobi ....................................................................................................... 186
Figure 41: Temporary Water Tower.................................................................................................... 187
Figure 42: KOTDA's Master Plan ....................................................................................................... 190
Figure 43: Konza Phasing Diagram .................................................................................................... 191
Figure 44: Master Plan Phase I............................................................................................................ 192
Figure 45: Master Plan Phase I & IA .................................................................................................. 192
Figure 46: University Band ................................................................................................................. 193
Figure 47: Konza Infrastructure .......................................................................................................... 194
Figure 48: Land Use ............................................................................................................................ 195
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Figure 49: Campus Zoning .................................................................................................................. 196

Figure 50: Campus Plan ...................................................................................................................... 199
Figure 51: Aerial View of Campus ..................................................................................................... 200
Figure 52: Dry Laboratory .................................................................................................................. 206
Figure 53: Web Laboratory ................................................................................................................. 207
Figure 54: Faculty/Staff Residence Unit Type .................................................................................... 209
Figure 55: Permit Acquisition Process ................................................................................................ 213
Figure 56: Strathmore University Campus Photograph ...................................................................... 214
Figure 57: Strathmore University Business School Blueprints ........................................................... 214
Figure 58: Strathmore University Management Science Building Blueprints .................................... 215
Figure 59: Strathmore University Student Center Blueprints ............................................................. 215
Figure 60: University of Kabianga Kericho Kenya ............................................................................. 216
Figure 61: JeonBuk Science University Korea ................................................................................... 217
Figure 64: AHP Weighting Results ..................................................................................................... 350
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List of Abbreviations
AfDB African Development Bank
BOT Board of Trustees
BPO Business Processing Outsourcing
BSSC Business Start‐up Support Center
CEO Chief Executive Officer
CES COMESA-EAC-SADC
COMESA Common Market for Eastern and Southern Africa
CS Cabinet Secretary
CUE Commission for University Education
DGIST Daegu Gyeongbuk Institute of Science and Technology
EAC East African Community
EBK Engineers Board of Kenya
ERB Engineers’ Registration Board
F/S Feasibility Study
FONN Fiber Optic National Network
FOS Field of Science and Technology
GCCN Government Common Core Network
GDC Government Data Center
GDP Gross Domestic Product
GII Global Innovation Index
GIST Gwangju Institute of Science & Technology
GNI Gross National Income
GoK Government of Kenya
HRD Human Resources Development
ICT Information and Communication Technology
ICTA Information Communication Technology Authority
IFC International Financial Corporation
INSEAD European Institute for Business Administration
IPR Intellectural Property Rights
IRR Internal Rate of Return
ITES Information Technology Enabled Sector
JKUAT Johmo Kenyatta University of Agriculture and Technology
KAIST Korea Advanced Institute of Science and Technology
KAIST Korea Advanced Institute of Science and Technology
KARI Kenya Agricultural Research Institute
KBS Kenya Bus Service
KEMRI Kenya Medical Research Institute
KENCA Kenya Engineering and Consulting Association
KENET Kenya Education Network
KICT Kenya ICT Board
Kenya Industrial Property Institute (formerly Kenya Industrial Property
KIPI
Office)
15
KIRDI Kenya Industrial Research and Development Institute

KNBS Kenya National Bureau of Statistics
KOICA Korea International Cooperation Agency
KOTDA Konza Technopolis Development Authority
KOTRA Korea Trade-Investment Promotion Agency
Ksh/KSH Kenyan Shillings
KTC Konza Techno City
KTC Konza Technopolis City
kWh Kilowatt-hour
LPDP Local Physical Development Plan
LTE Long-Term Evolution
MASL Meters Above Sea Level
M/M Man-month
MDP Master Delivery Partner
MIC Ministry of Information, Communications, and Technology
MIED Ministry of Industry and Enterprise Development
MMU Multimedia University
MOE Ministry of Energy
MOEST Ministry of Education, Science, and Technology
MS Master of Science
MTP Medium Term Plan
NACOSTI National Commission of Science, Technology and Innovation
NEMA National Environment Management Authority
NESSP National Educational Sector Support Program
NIMCC National Inter-Ministerial Coordinating Committee
NIS National Innovation System
NM-AIST Nelson Mandela African Institution of Science & Technology (Tanzania)
NMR Nairobi Metropolitan Region
NOFBI National Optic Fiber Backbone Infrastructure
NPV Net Present Value
NRF National Research Foundation
ODA Official Development Assistance
ODL Open and Distance Learning
OECD Organization of Economic Cooperation and Development
OUIC Office of University-Industry Cooperation
PCP Project Concept Paper
PEA Project Executing Agency
PhD Philosophy of Doctor
PIT Project Implementation Team
PM Project Manager
PMU Project Management Unit
POSTECH Pohang University of Science & Technology
PPP Public-Private Partnership
PS Principal Secretary
16
QS Quacquarelli Symonds
RIIP Regional Integration Implementation Programme
RIMS Research Information Management System
RISM Regional Integration Support Mechanism
S&T Science and Technology
SADC Southern African Development Community
SME Small and medium-sized enterprise
SOE State-owned Enterprises
SSA Sub-Saharan Africa
ST&I Science, Technology, and Innovation
STEM Science, Technology, Engineering and Mathematics
TIVET Technical, Industrial, Vocational, and Entrepreneurship
TLO Technology Licensing Office
UASU University Academic Staff Union
17
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Executive Summary
This report contains an interim assessment of the Feasibility Study (F/S) for the Establishment
of Kenya Advanced Institute of Science and Technology (the New Institute or Kenya KAIST
hereafter). It provides a detailed account of:
(i) the rationales for the New Institute (why Kenya needs a new S&T-centered institution
of higher education and research);
(ii) the identity of the New Institute as an advanced science and technology university (what
it should look like);
(iii) the strategic areas of research and education of the New Institute (what it should do);
(iv) the collaboration programs of the New Institute (how it should work together with
industries);
(v) the governance structure of the New Institute as a higher-educational institution (how it
should operate);
(vi) the cost of building the New Institute (how much it would take to establish and operate);
(vii) the economic/technical/policy feasibility of this project; and
(viii) the potential environmental and social impacts.
Project Background
 This project was initially conceived in late 2013 as a project to upgrade the Multimedia
University in Nairobi, Kenya, by expanding its graduate programs. During the early F/S
work conducted by a consortium comprised of Korea Advanced Institute of Science and
Technology (KAIST), Korea Development Institute School (KDIS), and Samoo Architects
and Engineers in 2014, it was concluded that a new independent university needs to be set
up in order to introduce a truly innovative approach to higher education in science and
technology (S&T). The project was then converted to the one establishing a new S&T-
centered university. Yet due to the disagreement over the identity of this new university
among the consortium members, the F/S was briefly suspended in late 2014. With KDIS
withdrawn from the consortium, the F/S resumed in early 2015.
 The project is based on the premise that S&T as the engine of modern economic growth can
and should be harnessed for Kenya’s fast-track modernization, and key to this effort is the
generation of highly skilled engineers and scientists who can put their knowledge and skills
into industrial applications and social problem-solving activities.
 While Kenya has already numerous higher-education institutions, they are mostly deficient
in high-quality S&T education and research with many bright students giving up the STEM
19
(S&T and Mathematics) careers or leaving the country for better education opportunities
abroad. Building a new S&T-centered university will not only help to stem Kenya’s serious
brain drain problem but contribute to the nation’s goal to become a middle-income country
by 2030 in the long run.
Rationales
 No one doubts the value of science & technology (S&T) for industrial growth, national
security, quality of life, and other lofty goals. The question to ask for whether Kenya needs
a new institution in S&T is not whether S&T is needed but where it is needed and why.
 While Kenya already has a reasonable number of higher-educational institutions, most
existing universities serve general educational missions without a clear strategy to take
advantage of S&T potentials for economic growth and social development. Given that
human capital, especially in S&T, is essential for knowledge-based economy and sustained
growth with innovation, the production of well-trained graduates with both theory and
practical knowledge is crucial for upgrading the Kenyan economy.
 Established in 1971 with the vision of generating future generations of highly qualified
scientists and engineers serving the nation, KAIST offers an excellent model for Kenya’s
plan to enhance STEM education with problem-solving skills and hands-on experience.
KAIST’s unique industrial partnerships such as collaboration with Samsung and other
global companies as well as numerous student start-ups exemplifies the industrial relevance
of its research and education.
Identity
 The mission of the New Institute is to i) educate highly-qualified scientists and engineers
with both theory and practical knowledge for the future industry in Kenya and East African
region, and ii) to conduct socially relevant R&D to improve national competitiveness and
transform Kenya into an industrializing middle-income country as envisioned in Kenya
Vision 2030.
 While the mission of the New Institute cannot be entirely unique given other universities
and institutes striving also for excellence, the New Institute should not duplicate their
efforts. The only way for the New Institute to be distinguishable from other universities of
longer histories is to establish and maintain a high standard of quality in research and
education from the very beginning. It should not compromise on the quality of faculty and
incoming students, the rigor of academic curricula, and the social and economic relevance
of the research projects carried out. This requires a strong motivation and commitment by
the government and administrators, as well as a personal dedication on the part of faculty
members and students.
 The New Institute will have an invaluable effect on Kenya’s future economy to demonstrate
that higher education is for not only learning theories but also creating new values for
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society. In the long run, it will serve communities and regions beyond Kenya, especially the
East African Community given Kenya’s dominance in this region.
Strategic Areas
 In order to identify strategic areas for research and education of the New Institute, the F/S
team relied on multiple approaches – (i) qualitative, (ii) quantitative, and (iii) GAP
approach. It utilized the STEEP (Social/Technological/Economic/Environmental/Political)
framework for criteria of selection, as the New Institute is to make nation-wide impact, not
limited only to industrial promotion. The STEEP selection criteria used in the identification
of strategic areas are: (i) social relevance, (ii) technological upgrading, (iii) economic
utility, (iv) educational environment, and (v) political support.
 The qualitative approach is based on documentary analysis of Kenya Vision 2030 and the
information provided by the Kenya Association of Manufacturers (KAM). In light of the
Government of Kenya’s development initiatives embodied in Vision 2030 and industry
demands in various sectors specified in KAM’s documents, the qualitative study identified
key fields of study (FOS) that are of relevance to the sector in general, the long- and short-
term objectives and flagship projects, and challenges and limitations of each sector. By
mapping various fields of study to sectoral needs according to academic value
(technological and educational), and industrial value (social-political-economic), the
qualitative study narrowed down strategic fields of study into 8 fields contributing to i)
foundation building, ii) social needs, and iii) industrial needs, and 3 fields devoted to
optimization and planning.
 The quantitative analysis draws on the Analytic Hierarchy Process (AHP) to evaluated 33
academic departments following OECD’s official FOS classification on 9 indicators
capturing the aforementioned STEEP criteria: social relevance (quality of life and public
health), technological upgrading (academic excellence and technological excellence),
economic utility (industrial contribution and job market demands), educational environment
(field redundancy), and political support (inclusion in national agenda and flagship
projects). Applying the weights derived from the AHP surveys, the quantitative study
identified 8 fields of study composed of 3 core and 5 optional fields.
 The GAP approach is predicated upon the analysis of demand and supply for highly skilled
engineers. Based on the assessment of engineering manpower by Engineers Board of
Kenya, 5 fields of engineering are identified suffering supply shortage.
 Based on these multiple approaches as well as intensive discussions with Kenyan
stakeholders during the field trips, the F/S Team recommends six initial programs housed
in three faculties as follows: Faculty I (Mechanical Engineering, Electrical & Electronics
Engineering, ICT Engineering), Faculty II (Chemical Engineering, Civil Engineering,
Agricultural Biotechnology), and Faculty III (Basic Sciences & Experiments). The F/S
Team also proposes phased expansion of the New Institute for the timespan of ten years
consisting of two phases.
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Collaboration
 In order to maximize its industrial contribution and social relevance, the New Institute will
actively engage itself in collaboration with domestic and international actors. For mutually
beneficial collaboration, the New Institute needs a gradual approach in which common
interests between collaboration partners are identified first with collaboration platforms
jointly designed afterward. The three-stage implementation procedure for effective
industry-university-government collaboration is proposed in which initial government-
driven sponsorship is gradually replaced with industry-driven sponsorship.
 The current industry profile of Kenya reveals the dominance of agriculture and tourism-
related services with rapid growth of ICT-based services in terms of output and
employment. The R&D performance of Kenya is recently improving in both scientific
publications and patents. The government sector has also started to take an active role as
attested by various public-private partnerships such as the Konza Techno City project. As
a hub of East Africa, Nairobi has a number of global companies and international
organizations headquartered to serve the region and the continent. All together, these
conditions offer unique opportunities for the New Institute to take advantage of to create a
triple-helix network of innovation.
 It is thus recommended to create offices or centers in full charge of university-industrial
collaboration as well as to offer chances to link to industries such as internships, start-up
education, and technology transfer support.
Governance
 Although many stakeholders will be involved in the founding process of the New Institute,
in order to ensure the highest quality of research and education, it should be an independent
organization and independently operated. To this end, the New Institute is recommended to
set up as a “specialized degree-awarding institution” (per Universities Act 2012 Clause 24)
with a separate law allowing institutional autonomy in faculty/student recruitment, financial
sponsorship from the government, adequate compensation for faculty and research staff,
and an independent board of trustees.
 The New Institute will be governed by the Board of Trustees in possession of final authority,
which will be comprised of government representatives, internationally prominent scholars,
and distinguished members from academic and industrial societies. It will be monitored and
guided by the Auditor, the Advisory Council, and the External Advisory Committee.
Expected to be a person of academic reputation, administrative ability, and spiritual
devotion to the institution, the President as a chief executive officer will be in charge of
day-to-day decision-making on academic and administrative matters.
 In order to recruit professors with excellent education and research capabilities it is
recommended to provide excellent work environment, competitive salary, and research
funds. The work environment shall encourage in-depth discussion and creative thinking,
while appropriate funds for research and development (R&D) shall be provided at least at
the initial stage. Then, based on these outcomes, professors will be able to attract more R&D
22
funds from Government and industries. Also, to get attention from qualified people in the
globe, the salary shall be competitive to other discipline and hopefully to other countries.
 To attract top students in Kenya and East African Community, the New Institute should
have top-class professors and research output. However, it is also important to show the
future career after graduation. In this context strong industrial collaboration is essential, and
Korea may help to provide the connection. Also, the New Institute should adopt a rigorous
and unique admission procedure, possibly ahead of the other universities in Kenya, to attract
top-notch students.
 It is important to provide academic environment for students so that they can concentrate
on their study. Full scholarship, living expenses, dormitory, and other opportunities such as
research or teaching assistantships and study-abroad programs are important ingredients.
Costs
 The total construction cost including construction management is estimated to be
$59,460,973 (construction: $49,988,673 & construction management: $9,472,300). The
total consulting cost is estimated to be $5,153,596 for construction and $4,941,667 for
education and training.
 The contingencies costs are estimated to be $3,477,812 for physical contingencies and
$3,467,866 for price contingencies, which together total $6,945,678. The E/F purchase cost
is estimated to be $9,427,300. This includes (i) the purchases for university-wide E/F
including the ERP system ($3,910,000), (ii) the purchases for departmental common E/F
($4,702,500), and (iii) the experimental E/F ($859,800).
 The operational cost is estimated to be $151,684,119 for the one-year pre-phase and the
next ten-years. The size of the endowment fund is recommended to be 10% of the ten-year
operational cost, which is $14,920,318.
Feasibility
 The current project to build a new S&T-centered university is clearly in line with Kenya’s
national policy to develop itself into a middle-income country by 2030. In particular, the
current project is well-aligned with two recent policy changes in Kenya in the area of S&T
and higher education – Universities Act 2012 promoting the accreditation and quality
control of Kenya’s higher educational institutions and the Science, Technology, and
Innovation Act 2013 enacted to assign national priority to S&T.
 Technical complexities as to the implementation of the project range from curricular design
to faculty/student recruitment. As the F/S intensely examined the relevant data and relied
on multiple approaches to compensate for the dearth of data, it is assessed that most
technical issues regarding the operation of the university have been identified well, though
the projections based on the limited data need caution in further planning.
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 Economic feasibility is mainly checked through the cost-benefit analysis (CBA). In the
current CBA, the costs and benefits are calculated for the time frame of 30 years, as it takes
substantially long to produce tangible benefits from educational programs. The cost of 30-
year operation is estimated to be $101,303,344 (in present value at the discount rate of 12%).
Together with the construction, equipment, consulting and contingency costs, the total cost
for this project is estimated to be$192,173,304. Benefits are divided into direct and indirect
benefits. Direct benefits emanate from the spending effect from the operational expenses
that are disbursed within Kenya, which are calculated to be $61,148,804 (in present value
at the 12% discount rate). Indirect benefits include the employment effects from education
and their implicit contribution to GDP ($327,266,819) and indirect benefits from R&D
activities ($51,434,904), which total $439,850,527. Therefore the benefit-cost ratio is
derived as 2.289, which also turns out to be robust in sensitivity analysis (with the ratio still
being greater than one in the worst case of benefit/cost changes).
Environmental & Social Impacts

 Since the current project uses the government-procured land that already obtained the
approval of Kenya’s environmental agency, National Environment Management Authority
(NEMA), the prima facie evidence can be said to exist that the project does not impose
serious adverse impacts on the natural environment of wide areas. Yet the Konza
Technopolis Development Authority (KOTDA) overseeing the infrastructure construction
of Konza Techno City will take responsibility to undertake the approval process for any
environment-related matters for the specific site that the New Institute is to be built, the
University Band of Konza Techno City.
 Social impacts of the current project include both potentially positive and negative impacts.
For the former, at least three beneficial impacts can be identified – upgrading the quality of
higher education, improving the S&T education in secondary education, and diffusing the
creativity culture and work ethic in Kenyan society. For the latter, it must be noted that the
introduction of another special-status university can exacerbate competitive pressures on
higher education and secondary education and some rules and procedures for the New
Institute may collide with the traditional domestic conventions and customs.
Concluding Remarks
 The current project of building a new higher educational institution focused on S&T is
expected to be mutually beneficial to Kenya and Korea. To the latter, in particular, this
project will make several contributions. One is to help Korea to gain the experience and
reputation in more advanced forms of overseas development assistance (ODA). In addition,
the project will help to build a new mode of science-based ODA as it involves long-term
institutional collaboration on S&T backed by the commitment of both governments.
Obviously, the New Institute being the driving force for the upgrading of the Kenyan
economy, it will also serve to expand the future markets for Korean companies in Africa.
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Chapter 1. Feasibility Study (F/S) Overview
Project Name
 The name of the project whose feasibility is examined in this report is the Establishment
of Kenya Advanced Institute for Science and Technology Project.
 While the actual name of the institution to be set up will be ultimately determined by
Kenyan stakeholders, the following names have been proposed during this Feasibility
Study (F/S): Kenya Academy of Science & Technology (KAST), Kenya University of
Advanced Science & Technology (KUAST), and Kenya Institute of Technology (KIT).
 This report will refer to the new institution as the “New Institute.” Yet “Kenya KAIST”
will also be used depending on the context, as it was the name initially proposed and
circulated among Kenyan stakeholders.
Project Objectives
 This feasibility study (F/S) is to examine the feasibility of creating and sustaining a
higher educational institution centered on science and technology (S&T) in Kenya so
as to utilize the potentials of S&T for its fast-track modernization.
 The objectives of the New Institute project are:

(i) To provide high-quality education in S&T so as to generate high-skilled engineers
and scientists with both theory and practical knowledge, and
(ii) To conduct socially relevant research and development (R&D) to improve national
competiveness and transform Kenya into an industrializing middle-income country as
envisioned in Kenya Vision 2030.
Project Background
 This project was initially conceived in 2013 as the project to upgrade the Multimedia
University by expanding its graduate programs with a focus on its niche field, Information
and Communication Technology (ICT).
 The initial consortium undertaking the current F/S was comprised of three entities – Korea
Advanced Institute of Science and Technology (KAIST), Korea Development Institute
School (KDIS), and Samoo Architects & Engineers.
 During the early phase of the F/S work in 2014, the F/S Team arrived at the conclusion that
in order to help the Project to contribute meaningfully to Kenya Vision 2030 by producing
25
highly skilled engineers and scientists, it is crucial to build a new university rather than
improving the existing university.
 In the meantime, the original consortium members began to disagree on the identity of the
new institution and direction of the project, resulting in KDIS withdrawing itself from the
Consortium. The F/S was suspended briefly due to the reshuffling of the consortium. It was
resumed in early 2015 with KAIST and Samoo forming a new consortium.
Project Rationales and Expected Outcomes

 One of the most important rationales for the current project to build a new higher education
institution focused on S&T lies in the great potential that this initiative holds for Kenya’s
fast-track modernization. Key to the initiative is the strategic deployment of S&T research
and education for social and economic development goals.
 If launched successfully, the New Institute will become an educational institute of

international reputation to produce well-trained S&T experts for Kenya and also for the
larger East African region.
 By providing high-quality education in S&T, Kenya and the proposed New Institute will
be able to strengthen their positions as the focal points of the East African region
attracting best talents as well as business investment crucial for national and regional
prosperity.
 By focusing on research and education of national strategic importance, the New Institute
is expected to maximize the effects of S&T for industrialization and long-term growth. In
particular, with strategic collaboration with industries, the New Institute will be able to
contribute to meeting the current and future demands of Kenyan industries and
strengthening the overall competitiveness of the private sector.
Project Costs
 The total project cost is estimated to be $91,747,125 as summarized below. In addition to
the project cost, the F/S Team has estimated the 10-year operational cost to be
$151,684,119 including the one pre-phase year cost.
Table 1: Total Project Cost Summary
(Unit: USD)
Project Risks
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 Building a new higher educational institution requires substantial long-term commitment

of the Kenyan government as well as key stakeholders of Kenyan society. The F/S team is
keenly aware of consequences of failure to address potential risks and devise measures to
redress them. One guiding principle in analyzing project risks will be to consider all the
details in the local context, i.e., from the standpoint of the recipient country rather than of
the donor country.
 While not exhaustive, the following list of risks contains some of the most prominent risks
that can be anticipated at the planning stage.
Table 2: Project Risks
Risk 1: Financial uncertainty
o The New Institute Project is a large-scale operation requiring huge financial

resources.
o As the Kenyan government like any public authorities has to consider multiple
national priorities, its financial support for the Kenya Advanced Institute of S&T
Project may dwindle in case other priorities prevail on the government agenda.
Risk 2: Difficulty in recruiting high-quality students and faculty
o Successful recruitment of best talents depends not only on funding but also on
numerous factors such as overall research and education environments.
o Since it takes long years of commitment and build-up to provide satisfactory
environments for research and education as well as living itself, the New
Institute may face great difficulty in attracting high-quality students and faculty
even if it provides enough funding.
Risk 3: Sociopolitical instability
o While Kenya is perhaps the most democratic country in East Africa, its political
stability is still low. Furthermore, social insecurity is also a huge problem as
seen in recent terrorist attacks.
o Since the New Institute is proposed to be a fully government-funded university,
political and social instability is one of the biggest threats to its sustainability.
Risk 4: Delay in the Konza Techno City Project
o With close affinity of Konza Techno City and the values espoused by Kenya
KAIST, the New Institute is to be established in Konza Techno City. Therefore,
the successful establishment and further growth of the New Institute is
inevitably tied to the timely progress of the Konza City Project.
o Given that the Konza City Project is a public-private partnership endeavor with
the private sector’s importance growing heavily in the later stages, its failure to
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attract private investment will pose a serious threat to the establishment of the
New Institute.
Risk 5: Level of support from the Korean side
o While it has been rhetorically emphasized that Korea KAIST needs to export its
successful case of building a top-tier S&T-centered university to developing
countries, S&T Overseas Development Aid (ODA) is not currently a
mainstream project of Korea KAIST nor on the major agenda of Korea’s S&T
policy.
o Thus the support from Korea KAIST might not be as strong as expected, and
ministerial support from the Korean government may not be well coordinated.
Methodology
 This study utilizes both quantitative and qualitative methods to uncover critical facts,
trends, and patterns relevant to the assessment of the feasibility and sustainability of the
Project.
 Quantitative methods consist of statistical analysis utilizing the data from the following
resources:
o Kenya Open Data Portal (https://opendata.go.ke/)
o Kenya National Bureau of Statistics (www.knbs.or.ke)
o World Bank’s World Development Indicators (WDI) (data.worldbank.org)
o US Central Intelligence Agency (CIA) World Factbook
(https://www.cia.gov/library/publications/the-world-factbook/)
o African Development Bank (AfDB) Documents
(http://www.afdb.org/en/documents/)
o SCImago Journal & Country Rank (www.scimagojr.com)
o Open Aid Data (www.openaiddata.org)
 Qualitative methods include literature reviews, in-depth documentary analysis, interviews
of various stakeholders through field trips and workshops.
o Literature Review: (i) review of Kenya education and legal regulations, (ii)
review of current Kenya education, science and technology policy, and future
policy plans, (iii) evaluation of similar universities and key educational
programs in Kenya and East Africa
o Visits to Kenya to meet local authorities and holding workshops (i) to
understand the current status of science and technology (S&T) in Kenya, (ii) to
understand the current levels of higher education in Kenya, (iii) to devise the
operational and maintenance strategies for Kenya KAIST with a proper
28
understanding of current infrastructure and operation of universities in Kenya,

(iv) to find out the regulatory conditions for construction as well as
construction-related costs in Kenya with interviews or surveys of Kenyan
engineers and technicians, and (v) assess the current status of educational
facilities/equipment and procurement procedures
o Interviews and surveys of Kenyan experts including Kenyan professionals
studying at Korea KAIST as students, Kenyan scholars currently working in
more advanced countries, and Kenyan stakeholders residing in Kenya.
29
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Chapter 2. Project Context
Geography and Demography

Geography
Note: Blue (North Africa), Red (East Africa), Orange (Central Africa), Green (West Africa),
Yellow (South Africa)
Figure 1: Africa and Its Regions
 Kenya is located in eastern Africa, along the equator, and covers an area of 582,650 km2.
The landmass includes 13,400 km2 of water (mainly Lake Turkana part of Lake Victoria).
Land boundaries run a total of 3,477 km, sharing with Ethiopia, Somalia, Sudan, Tanzania,
and Uganda.
31
 The southeast part of the country faces the Indian Ocean, with a coastline of 536 km.
Topographically, the coastline provides a low plain, while most of the inland region is
comprised of semi-arid, bush-covered plains. The southwest region is made up of fertile
grasslands and forests, called the ‘Kenya Highlands,’ which is one of the most successful
and productive agricultural regions in Africa. To the north of Nairobi lies the Great Rift
Valley, wherein lies Kenya’s highest mountains, which also descend westward to Lake
Victoria. Kenya’s two principal rivers, Tana and Athi, flow southeast to the Indian Ocean
(Library of Congress 2007).
Figure 2: Map of Kenya and Its 47 Counties
 Kenya has a mild yet varied climate, which is a tropical along the coast and arid in the
inland. The weather is hottest in February and coolest in July, with temperatures ranging
from 13°C to 28°C, and 11°C to 23°C, respectively. Nairobi, which has an elevation of
1,820 meters above sea level, has very mild climate throughout the year. Intermittent
droughts affect most regions, with less than 15% of the country, mostly in the southwestern
highlands and the coastal area, receiving around 760 mm of rain a year. Other parts
experience two seasons, wet and dry. August is the driest with 24 mm of rainfall in the
32
average, and a period of “long rains” in April comes with 270 mm of rain on average (AfDB
2014).
 The largest cities in Kenya are Nairobi, the capital city, Mombasa the principal seaport, and
Kisumu the main port city on Lake Victoria. Smaller cities include Nakuru and Eldoret,
which serve as commercial and industrial centers in eastern and western Kenya,
respectively. The urban population amounts to 24 percent of the entire population (2011),
with a 4.36 percent annual rate of urbanization (2010-2015 estimates) (CIA 2014).
Demography
 Kenya has a population of approximately 45 million with a growth rate of 2.11 percent (CIA
2014). Its population structure is distinctively skewed towards young generations, having
an “expanding” population pyramid typical of developing countries.
Source: UN Department of Economic and Social Affairs (2014)

Figure 3: Kenya's Population Structure
 The Kenyan population is a rich mix of ethnicities, made up of 40 different tribal groups.
The Kikuyu is the largest ethnic group, making up 22% of the total population. Other
relatively larger tribes include the Luhya (14%), Luo (13%), Kalenjin (12 %), and Kamba
(11%). The official languages of Kenya are Swahili and English, although many other tribal
languages are also commonly spoken amongst the people (Library of Congress 2007).
 Kenya has a rapidly expanding middle class with a human development index (HDI) above
the sub-Saharan African average, but its society still deals with economic disparities,
showing that “The richest 10% of households own about 36% of total wealth and the poorest
33
10% own less than 2%” (AfDB 2014). The estimated level of poverty in Kenya is 46%,
with rural areas demonstrating higher poverty (49%) compared to urban areas (33.7%).
 Infant mortality rates have slightly improved from 58 per 1000 live births in 2008 to 52 in
2011, but maternal mortality has increased from 414 to 488 per 100,000 births during the
same period, which is a stark deviation from the UN’s Millennium Development Goals
(MDGs) target of 147. Free maternal health care services and free anti-retroviral drugs have
been introduced to prevent perinatal transmission of HIV. Access to health facilities and
medication is also free for children under five.
 However, tropical diseases such as malaria, tuberculosis and HIV have long been serious
public health problems in Kenya, with the government recently declaring HIV/AIDS as a
national disaster. According to a government report, “Since 1984, HIV/AIDS has killed
more than 1.5 million Kenyans, and more than 3 million Kenyans are HIV positive. The
prevalence rate for women is nearly twice that for men (Library of Congress 2007).
Regional Context
 East African nations have forged and maintained a strong confederation since the colonial
area, when an organization for coordinating public services between Kenya, Uganda and
Tanganyika was set up by the settlers. This confederation underwent several changes until
it took its current form as the East African Community (EAC) in 2000. Kenya is also a
member of the CES Tripartite Arrangement, established in 2008 between EAC, the
Common Market for Eastern and Southern Africa (COMESA) and Southern African
Development Community (SADC). The Tripartite Arrangement sets visions and regional
strategic objectives for both Eastern and Southern Africa, and is also actively supported by
AfDB. AfDB regards regional integration as its core mandate, and underpins its Regional
Integration Strategy on the strategic frameworks of the CES Tripartite Arrangement (AfDB
2010). Currently, the 4th EAC Development Strategy is underway.
 More recently, Kenya has received a third tranche for its Regional Integration
Implementation Program (RIIP) under the Regional Integration Support Mechanism
(RISM). The fund was established by COMESA and availed under the European
Development Fund (EDF), and the total fund endowed to Kenya sums to USD 6.11 million
(Ksh 630 million).
 This program is implemented through the National Inter-Ministerial Coordinating
Committee (NIMCC) under the leadership of the National Treasury, which brings together
the Kenya Association of Manufacturers, the Ministry of Foreign Affairs and International
Trade, the State department of Transport, State Department of Fisheries, State Department
of Agriculture, State Department of East African Affairs, Kenya Revenue Authority, and so
on. The funds will be used for the reduction of non-tariff barriers, harmonization of
standards to facilitate trade, harmonization of road transport charges across the region,
harmonization of the axle lad limits, harmonization of vehicle dimensions, and so on
(MyGov.go.ke, accessed on May 15, 2015).
34
 Kenya houses the African headquarters of many international companies, such as Bosch,
Cisco, Coca Cola, Google, LG, Nestle, Pfizer, and Toyota. Kenya has maintained a position
of economic leadership in the region for a long time, and has thus been the largest and most
advanced economy. However this position is no longer secure as economic activity
dwindled more recently, especially since the post-2008 election violence.
 Kenya had once been the prime choice for foreign investors in the 1960s and 1970s, but due
to government malfeasance and politically-driven economic policies, corruption, lack of
public services and poor infrastructure, FDI has decreased into the level of the 1980s
(KPMG 2012). Today, where as some raise concerns that Kenya is lagging behind in terms
of FDI compared to its neighboring countries (Business Daily Africa, accessed on June 10,
2015), others argue that Kenya still maintains its dominant position in terms of attracting
foreign capital (The East African, accessed on June 10, 2015).
 The coastal area of Kenya has served as an important outpost for trade with the rest of the
world. Mombasa, the second largest port in the region after Durban, is positioned at a
strategically advantageous location for cargo transiting. However, “lack of investment in
modern cargo handling infrastructure and technology in the recent years has seriously
undermined the port’s efficiency, causing long delays” and an escalation of costs of doing
business (AfDB 2008). The government has acknowledged this problem and urged private
investment to support rising demands.
Political Context
Political Leadership
 Kenya became a British colony in 1885, achieving its independence in 1963. The
independence movement was directed by an armed Kikuyu-led insurrection led by Jomo
Kenyatta, a British-educated Kikuyu, who later became the first president of the Republic
of Kenya.
 Unlike its neighboring countries, Kenya has maintained considerable political stability since
its independence. One exception is the nation-wide riot, fueled by tribal tensions, after the
2007 general elections. Bringing the country to the brink of civil war, this incident revealed
Kenya’s economic and political fragility. A high-level international mediation was able to
bring the violence to a halt with the formation of the Grand Coalition Government (GCG)
in early 2008 (AfDB 2008).
 The 2013 elections resulted in a relatively smooth change of administration compared to
the 2007 elections. This peaceful transition has enabled Kenya to rebuild its political
momentum, but Kenya still scores unfavorably in the rule of law, being ranked 21st out of
52 African countries. Experts point to shortcomings of the previous constitution for having
made few provisions for political participation and institutionalizing power in the hands of
a group of elites. The new constitution of 2010 aims to address these issues, firstly by
dividing central power among three branches – Executive, Legislature and Judiciary – and
secondly by introducing the county system of local governance (AfDB 2014).
35
Figure 4: Kenya's Presidents
Central and Local Governments

 As part of Vision 2030 and under the Constitution of 2010, Kenya is governed by a two-
tier system comprising of the national government and 47 country governments. Country
governments are distinct and independent of each other.
 With the exception of a few urban areas that will be legally designated as ‘cities’, most
urban areas will be managed by boards responsible to the country governments and
assemblies.
 Devolution therefore, is the most challenging constitutional commitment that Kenya has
made. Therefore, “Making Devolution Work” is the running theme and key flagship project
of the Political Pillar of the second medium term plan of Vision 2030.
 The 2010 Constitution has devolved considerable functions and powers to the country
governments, including:
Agriculture
Health services
Control of air and other pollution
Transport
Animal control and welfare
Trade development
Planning and development
36
Natural resources and environmental conservation

Public works and services
Disaster management
Economic Context
Overview
 Kenya’s most valuable natural assets are arable lands and its wildlife. Wildlife, in particular,
is the key generator of income due to Kenya’s flourishing tourism industry. Tea and coffee
plantations and horticulture also play a major role in Kenya’s economy as the main export
items. Mineral resources including gold, limestone, salt, rubies and garnets, are not a major
source of national income (Library of Congress 2014).
 Strong structural imbalances cripple Kenya’s economy – imports far exceed exports,
making the country vulnerable to exogenous shocks. Over the last 5 years, exports averaged
27% of GDP whereas imports average 46%. Foreign direct investments (FDIs) to Kenya
have increased in recent years, from USD 605 million in 2009 to an estimated USD 994
million in FY 2012/13 (AfDB 2014).
 Despite Kenya’s challenging business environment, its economy is one of the largest in the
east Africa and Sub-Saharan Africa (SSA) region. Economic growth increased in the 2000s,
and the role of the private sector in identifying and exploiting new niches in horticulture
and Information and Communication Technology (ICT) has been important to Kenya’s
economic performance. The country’s private sector takes account of 97% of GDP
providing 80% of formal employment. This sector is composed of a relatively healthy and
productive formal sector, dominated by large businesses (notably, ICT, tourism and
finance).
 Economists project that enhancing capacity and productivity of small and medium-sized
enterprises (SMEs) will boost Kenya’s GDP and create more employment, but they also
warn that its poor infrastructure, security challenges, corruption and the lack of trained
human capital are encroaching on its potential competitiveness.
 Training of youth and human capital is an important issue for Kenya. About two-thirds of
Kenya’s population is of working age, and 12.7% of them are unemployed. About 80% of
Kenya’s unemployed are between 15 and 34 years of age. The highest unemployment rates
are for people around 20 years old, at 35% (AfDB 2014).
 Unemployment is most severe in urban areas, although under-employment (people working
below their productive level) is more common in rural areas, where most people work on
family farms. African Development Bank has stated in its 2014 Country Strategy Paper that
main challenges to youth employment in Kenya lie in the skills mismatch and inadequate
training for mid-level technicians and artisans in current and emerging labor markets,
especially in infrastructure (AfDB 2014).
37
Macroeconomic Performance
 Kenya’s gross domestic product (GDP) at current US$ amounts to $60.94 billion. Its gross
national income (GNI) is, however, estimated to be $131.82 billion in current international
dollars. In per capita terms, Kenya’s GNI per capita stands at US$1,280 on the purchasing
power parity (PPP) basis and $2,890 in current international dollars (World Bank 2015).
Kenya’s economy is one of the largest in Africa and influences its neighboring countries to
a great extent. Its growth has been steady, with an average growth rate of 7‐9% and much
of the growth has resulted from the resilience of the private sector.
 The labor force participation rate is low with only 52.2% for male and 46% for female,
although it is improving slowly. The GDP growth rate has temporally declined up to 2008,
but has picked up ever since and risen up to 4.6% in 2012. International donor organizations
anticipate that Kenya’s economic growth rate will rise up to 5 to 6% range over the next
few years ahead.
 A close look at the changes in GNI per capita measured in PPP of current international
dollars between 2008 and 2013 reveals that despite rapid growth in population during this
period of time, the per capita GNI increased substantially from $1,940 in 2008 to $2,250 in
2013. By the same token the GDP growth rate also improved significantly in recent years
from only 2% in 2008 to 5% in 2013. In fact the country’s economic performance of 5%
growth rate for 2012 proved stronger than anticipated at 4.5% and that the forecasts for
2013 and 2014 are 5.7% and 6.0%, respectively, is also encouraging.
Source: World Bank (2015)

Figure 5: Kenya's GDP Growth Rates
Table 3: Major Economic Indicators of Kenya
Indicator Unit 2011 2012 2013 2014

Population (Million) 39.5 40.7 41.8 43.0
38
GDP Per capita (Constant): (Ksh) 83297.9 84721.2 87105.4 89240.5

Growth of GDP at constant prices (Percent ) 6.1 4.6 5.7 5.3
GDP at market prices (Ksh Mn) 3,725,918.4 4,261,150.7 4,730,800.5 5,357,671.7
Total value of petroleum products (Ksh Mn) 337,749.2 326,921.6 315,374.2 333,145.8
Trade balance (Ksh Mn) -788,145.3 -856,740.0 -911,029.2 -1,081,085.3
Money Supply (M3) (Ksh Mn) 1,514,152.0 1,727,686.0 1,957,492.2 2,329,980.0
Total domestic credit (Ksh Mn) 1,532,051.0 1,767,756.8 2,007,162.8 2,137,173.0
Balance of payments (current (Ksh Mn) -340,178.7 -359,676.7 -411,741.2 -536,083.2

account balance)
Manufacturing output (Ksh Mn) 1,580,775.8 1,619,622.0 1,737,699.0 1,821,833.9
Construction output (Ksh Mn) 436,724.0 513,386.4 581,537.6 687,537.3
Petroleum consumption ('000 tons) 3,857.9 3,638.0 3,707.9 3,937.9

Electricity consumption (GWh) 6,273.6 6,414.4 6,928.1 7,768.6
Fresh horticultural produce ('000 tons) 216.2 205.7 213.8 220.2
exports
Tourism earnings (Ksh Mn) 97,890.0 96,020.0 93,970.0 87,080.0
Net lending/borrowing (% of
% -4.4 -4.5 -5.6 -6.3
GDP)
Net lending/borrowing (Ksh Mn) -179,714.1 -253,804.8 -316,992.8 -533,940.5
Recurrent Revenue and Grants (Ksh Mn) 736,106.5 812,480.5 991,870.6 1,176,224.8
Total Expenditure (Ksh Mn) 1,016,708.7 1,241,396.4 1,532,993.0 1,924,885.9
External Debt Service Charge ( %
of GDP) % 0.9 0.8 1.0 1.8
External Debt Service (% of
% 3.6 3.8 4.9 10.0
Exports)
Source: KNBS, Kenya Facts and Figures (2015)
 The World Bank indicates that much of the economic performance seems to be attributable
to the recovery of business confidence and industrialization efforts of the government. The
following figure compares the GDP growth rate of Kenya with those of other African
neighbors. While Uganda, Tanzania, and to a lesser extent, Ghana as well as Sub-Saharan
Africa (SSA) overall, did well between 1996 and 2010, Kenya did rather poorly primarily
because of the political instability arising from the presidential election. But as indicated in
the earlier discussion Kenya has done very well since the restoration of political stability.
39
Source: USAID (2012)

Figure 6: Changes in Growth Rates (Kenya vs. Other African Countries)
 According to the AfDB report (2014), macroeconomic policies are judged to be prudent and
adequately support economic growth all along. However, inflation rose rapidly in the past
as high as 30% in early 2008 because of high costs of food and fuel. Political instability was
also responsible for the hyperinflation. Over the recent five years, however, the inflation
rate came down to a below 10% level. The rate of inflation seasonally fluctuates as shown
in the following figure. Now it stands at 7.03%.
9.00
8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
Source: KNBS, Leading Economic Indicators (2015)

Figure 7: Kenya's Monthly Inflation Rates (2014~2015)
40
Industrial Profile
 Kenya’s industrial structure is relatively less diversified, as it largely relies on agriculture
(25 ‐ 27% of GDP) with the manufacturing sector accounting only for 8.9 ‐ 9.5%.
 The machinery and transport equipment sector constitutes the largest share of imports,
accounting almost 30% of the total imports, while the share of oil imports is as high as 25%
of the total imports. The percentage share of the machinery and transport equipment in GDP
has gradually increased up to 12% in 2012 from10% in 2008, as the country became more
industrialized. The import share of oil to GDP has also been steadily increasing with 7% up
to 12.4% over the last few years.
 Interestingly, in the petroleum sector the import of crude petroleum has substantially
declined, while that of the petroleum products increased more than twice over the three-
year period between 2010 and 2013. This may well be due to the government effort for
industrialization.
 A similar pattern of imports is observed with iron and steel and industrial machinery, being
indicative of industrialization. Equally important is a significant increase in import of
chemical fertilizer, indicating that efforts are being made to increase productivity of farm
products. Other import items of notable significance are industrial suppliers, transport
equipment, and energy products. This suggests that the Kenyan economy must be upgraded
in a way that light industry be promoted to substitute imports for domestic consumption.
Under the current system, a large amount of valuable foreign currencies seem to be used to
purchase consumable goods like foods, beverages and fuels.
Table 4: Percentage Contribution of Industrial Activity to GDP in Kenya

(Unit: %)
Industry 2010 2011 2012 2013

Agriculture and forestry 21.2 23.8 24.6 25.3
Fishing 0.6 0.5 0.5 0.5
Mining and quarrying 0.7 0.7 0.7 0.6
Manufacturing 9.8 9.6 9.5 8.9
Electricity and water supply 2.0 1.0 1.4 1.4
Construction 4.2 4.1 4.2 4.4
Wholesale and retail trade, repairs 10.1 10.5 10.5 10.2
Hotels and restaurants 1.7 1.7 1.7 1.5
Transport and communication 10.0 10.0 9.6 9.1
Financial intermediation 5.6 6.3 5.2 4.8
Real estate, renting and business services 4.8 4.4 4.3 4.1
Public administration and defense 5.5 5.0 5.5 6.7
Education 6.2 5.8 6.1 6.7
41
Health and social work 2.5 2.4 2.4 1.9

Other community, social and personal services 3.3 3.2 3.2 3.5
Private households with employed persons 0.4 0.4 0.4 0.4

Less: Financial services indirectly measured -0.8 -1.0 -0.8 -1.0
Taxes less subsidies on products 12.1 11.5 11.1 10.9
Table 5: Imports by Principal Commodity in Kenya

(Unit: USD)
Import 2010 2011 2012 2013

Crude Petroleum 72,598 124,042 68,086 41,037
Petroleum Products 122,004 206,672 237,557 252,673
Animal/vegetable fats and oils 38,956 59,133 54,876 48,371
Medicinal & Pharmaceuticals
Products 27,879 39,681 41,307 40,114
Chemical Fertilizers 14,186 23,045 20,184 27,957
Plastics in primary & non-primary
forms 35,995 49,296 47,650 55,182
Iron and Steel 43,558 62,087 56,667 80,749
Industrial Machinery 158,721 177,323 194,666 231,440
Road Motor Vehicles 55,812 62,870 73,768 83,330
All other Commodities 377,496 496,601 579,826 552,463
Total 947,206 1,300,749 1,374,587 1,413,316
 Some statistics drew attention to the tourism and services sectors. The service sector, which
includes, among others, banking and finance, tourism, transport and communication
accounted for over 50% of GDP, being a major economic driver. These sectors largely make
up the private sector, employing a large segment of urban population, including
professionals, technicians and skilled or semiskilled laborers.
 Kenya is a major producer of coffee, tea and horticultural products, which also happen to
be its major export items, as well as fish, cement, petroleum products and minerals. The
percentage share of coffee and tea in total exports has remained 0.7% and 3.0%,
respectively. However the share of horticulture has remained the same while that of the
manufactured goods has declined recently. Tea and coffee, together with fresh horticultural
produce, are three main crops produced largely for export purpose. The country also
produces wheat and rice, but they are not significant enough to influence the country’s GDP.
42
Table 6: Key Crop Production in Kenya

(Unit: 1,000 tons & %)
Commodity (‘000 Tons) % Change % Change

2012 2013 2014
(2012~13) (2013~14)
Tea 369.4 432.4 445.1 17.1 2.9

Coffee 49.0 39.8 49.5 -18.8 24.4
Fresh horticultural produce 205.7 213.8 220.2 3.9 3.0
Source: Ministry of Devolution and Planning, Economic Survey Report (2015)
Employment Conditions
 Kenya does not seem to produce as many jobs as desired. Unemployment and
underemployment of the youth population are continuously exacerbated, likely to trigger
social unrest. Excluding the youth attending schools and other forms of training, about 10
million of them are estimated to be either unemployed or underemployed. Since the
employment conditions are hard to change overnight, long-term solutions will require a
significant amount of industrial restructuring. Some experts argue that the service sector
can generate as many jobs if it is stimulated, but service jobs depend largely on other sectors,
manufacturing in particular. Unless high value-added industries create jobs, the service
sector alone would not be able to thrive.
 The private sector businesses have thrived relatively well. With proper incentives, they will
be able to create a large number of jobs for the youth. According to the Country Strategy
Report of 2008-2012 by the African Development Bank, “the private sector’s ability to
identify and exploit new niches, such as horticulture and ICT, has been important for the
performance of the economy. More jobs may have to be created in these industries, implying
that an adequate training and education program must be established to help increase
employment opportunities for the underprivileged (AfDB 2014).
 The current wage employment by industry in the Kenyan economy as shown in the
following table reveals that the largest number of people are being employed in the
agriculture, education, and manufacturing sectors. Jobs in the civil service are as important
as in health and social works. The problem is that the employment markets in these sectors
may be pretty much saturated and new entry level jobs may be scarce, thus preventing the
youth from accessing them.
Table 7: Wage Employment by Industry (2010~2013)

(Unit: %)
Wage Employment by Industry 2010 2011 2012 2013

Agriculture, forestry and fishing 331.3 330.4 337.7 346.7
43
Mining and quarrying 8.5 8.7 9.0 9.4

Manufacturing 261.7 270.2 271.0 280.3
Electricity, gas, steam and air conditioning
11.7 11.4 14.3 14.7
supply
Water supply; sewerage, waste management
7.6 7.6 8.5 9.5
and remediation activities
Construction 100.1 106.1 116.1 130.3
Wholesale and retail trade; repair of motor
181.5 190.4 198.0 212.4
vehicles and motorcycles
Transportation and storage 70.7 72.9 75.2 76.4
Accommodation and food service activities 63.1 65.6 68.9 73.7
Information and communication 77.9 80.5 85.7 92.7
Financial and insurance activities 54.1 58.1 61.6 67.0
Real estate activities 3.5 3.6 3.7 3.8
Professional, scientific and technical activities 60.1 61.3 62.7 65.4
Administrative and support service activities 4.0 4.2 4.5 4.8
Public administration and defense; compulsory
190.8 206.0 207.4 217.8
social security
Education 356.0 370.0 384.8 400.8
Human health and social work activities 94.6 97.9 104.7 112.8
Arts, entertainment and recreation 6.0 6.1 6.4 6.7
Other service activities 27.0 27.3 28.2 29.8
Activities of households as employers;
undifferentiated goods- and services-producing 105.0 104.8 106.3 109.7
activities of households for own use
Activities of extraterritorial organizations and
1.0 1.0 1.0 1.1
bodies
Educational System
Overview
 The education system offers eight years of compulsory primary education, four years of
secondary and four years of university (Library of Congress 2007). President Daniel Arap
Moi implemented this 8-4-4 system in 1985, but primary education became compulsory
only in 2003 under President Mwai Kibaki’s regime. Prior to 2003, primary education had
been free until the mid-1980s, when they were made fee-based due to spending cuts.
 Literacy rate in Kenya is currently estimated to range between 75% and 85%, with around
ten point lower for females than males.
Table 8: Selected Indicators on Education
Indicators 2012 2013 % Change
44
No. of Primary Schools 29,161 30,122 3.3
No. of Secondary Schools 8,197 8,848 7.9
No. of Public Universities 8 22 175.0
No. of Private Universities 27 30 11.1
No. of TIVET Institutions 701 748 6.7
Total Enrolment in Primary Schools 10,000,000 10.2 2.0
Total Enrolment in Secondary Schools 1,910,000 2.10 10.5
No. of Public Primary School Teachers 191,034 199,686 4.9
No. of Public Secondary School Teachers 64,338 65,494 1.8
University Enrolment 240,551 324,560 34.9

Source: Ministry of Devolution and Planning, Economic Survey Report (2014)
 The expenditure on education takes up a significant share of the Kenyan government’s

spending. In fact, the education sector has always received large government investment in
Kenya as in the following figures. In the fiscal year of 2007/08, the education sector
accounted for almost 30% of total government expenditure and 6.2 percent of the country’s
GDP. According to the Ministry of Finance, government expenditure on education has
increased from about US$7.6 million (Ksh 81 billion) in 2004/05 to US$10.1 million (Ksh
106 billion) in 2008/09 (Otieno 2002/2009).

Figure 8: Ministry of Education Budget as % of Total
Government Budget
45
Primary & Secondary Education

 The introduction of free universal primary education in 2003 led to a sharp increase in
school attendance. About 8.2 million children attended primary school in 2007 compared
to 5.9 million in 2000. The rate of transition from primary to secondary level rose from 41.7
percent in 2002 to 60 percent in 2005 (AfDB 2008). A closer look at enrolment statistics
shows that primary enrolment increased from 97.7% in 2000 to 111.3% in 2004, and
secondary enrolment from 39.2% to 48.0% during the same period; transition from primary
to secondary school increased from 30% to 54% between 2004 and 2005.
 At the end of the 8 years of primary education, students take the Kenya Certificate of
Primary Education (KCPE) examination, and the Kenya Certificate of Secondary Education
(KCSE) examination at the end of their secondary education. Students with an average of
C+ and higher qualify to enroll in university, but universities are unable to accommodate
all applicants due to low capacity. Tertiary enrolment remained very low, at 3% in 2004
(Farrel 2007).
Higher Education
 Tertiary and higher education covers university education, as well as post-secondary
education and training provided by national polytechnics, tertiary colleges (teacher training
colleges and medical training colleges), and other tertiary-level TIVET institutions
(technical training institutes, institutes of technology, and technical and professional
colleges). At public universities, Bachelor’s degree programs normally last four years (five
years in the case of civil engineering, medicine and surgery), and Master’s degree programs
take a minimum of two years to complete. Programs leading to a postgraduate diploma have
one to two years’ duration, and Doctoral degree programs normally last three years. The
school year consists of thirty-nine weeks, divided into three terms of thirteen weeks each
(UNESCO 2010).
 Higher education in Kenya has undergone significant transformation in the recent years. A
key development among them is the enactment of the Universities Act No. 42 of 2012. This
brought the establishment, governance and administration of universities under one legal
framework, causing the repealing of Acts that enabled seven universities to operate under
individual Acts. The new law also caused some public university constituent colleges
operating under Legal Orders to be upgraded to full-fledged public universities (CUE
2015b). A full list of universities currently authorized by the government to operate in
Kenya is provided in the following figure.
 Particularly noted is the fact that the number of public universities increased within a year
from 8 to 22 between 2012 and 2013, resulting in an increase of 34.9% in university
enrollment. The government authorities seem to recognize the importance of higher
education for the country’s fast track modernization and industrialization. Also noteworthy
is that the number of registered medical personnel increased by 7.3% over one year period
between 2012 and 2013. Medical students increased by 18.1% during the same period.
46
Public Universities: Prior to 13th December 2012, public universities were established through individual Acts of
Parliament. Following enactment of universities Act No. 42 of 2012, the public universities have since been established
through the award of charter. All individual Acts were repealed and the previous public universities re-accredited through
charter award after institutional quality audits.
 University of Nairobi (1970)  Pwani University (2013)
 Moi University (1984)  Kisii University (2013)
 Kenyatta University (1987)  University of Eldoret (2013)
 Edgerton University (1987)  Maasai Mara University (2013)
 Jomo Kenyatta University of Agriculture and  Jaramogi Odinga University of Science & Technology (2013)
Technology (1994)  Laikipia University (2013)
 Maseno University (2001)  South Eastern Kenya University (2013)
 Masinde Muliro University of Science and  Meru University of Science & Technology (2013)
Technology (2007)  Multimedia University of Kenya (2013)
 Dedan Kimathi University of Technology (2012)  University of Kabianga (2013)
 Chuka University (2013)  Karatina University (2013)
 Technical University of Kenya (2013)
 Technical University of Mombasa (2013)
Public University Constituent Colleges: These are universities established by a Legal Order upon satisfying set minimum
standards by the Commission for University Education.
 Muranga University College (2011) - JKUAT  Kirinyaga University College (2011)- JKUAT
 Machakos University College (2011) - KU  Rongo University College (2011) - MU
 The Co-operative University College of Kenya  Kibabii Universtity College (2011) - MMUST
(2011) - JKUAT  Garissa University College (2011) – MU
 Embu University College (2011) - UoN
Chartered Private Universities: These are universities that have met the set standards for full university accreditation
status.
 University of Eastern Africa, Baraton (1991)  Strathmore University (2008)
 Catholic University of Eastern Africa (1992)  Kabarak University (2008)
 Daystar University (1994)  Mount Kenya University (2011)
 Scott Christian University (1997)  Africa International University (2011)
 United States International University (1999)  Kenya Highlands Evangelical University (2011)
 Africa Nazarene University (2002)  Great Lakes University of Kisumu (2012)
 Kenya Methodist University (2006)  KCA University (2013)
 St. Paul’s University (2007)  Adventist University of Africa (2013)
 Pan Africa Christian University (2008)
Private University Constituent Colleges:
 Hekima University College (1993) – CUEA
 Tangaza University College (1997) – CUEA
 Marist International University College (2002) – CUEA
 Regina Pacis University College (2010) – CUEA
 Uzima University College (2012) – CUEA
Private Universities with Letter of Interim Authority (LIA):
The universities operating with Letters of Interim Authority (LIA) from CUE receive guidance and direction to continue
developing resources and facilities towards full university accreditation (Award of Charter)/status. They are allowed to
admit students for the approved programmes
 Kiriri Women°Ø s University of Science and  GENCO University (2010)
Technology (2002)  Management University of Africa (2011)
 Aga Khan University (2002)  Riara University (2012)
 GRETSA University (2006)  Pioneer International University (2012)
 UMMA University (2013)  Umma University (2013)
 Presbyterian University of East Africa (2008)  International Leadership University (2014)
 Inoorero University (2009)  Zetech University (2014)
 The East African University (2010)
Registered Private Universities: These came into existence before the establishment of the Commission for Higher
Education in 1985, which has since transformed to Commission for University Education (CUE 2012). They are at various
stages of development of resources and facilities for full university accreditation (Award of charter).
 Nairobi International School of Theology
 East Africa School of Theology
Source: CUE, Universities Authorized to Operate in Kenya (2015a)
Figure 9: List of Universities Authorized to Operate in Kenya
47
 As for the gender ratio of university enrollment, the share of female students has been rising
in recent years, although at a slow rate. Across the five major universities in Kenya, the
proportion of female students ranges from 30% (Jomo Kenyatta University in 2011/12) to
55% (Kenyatta University in 2012/13).
Table 9: Student Enrollment by Sex in Top-5 Kenyan Universities
(Unit: # of students enrolled)
2011/12 2012/13
Institution
Total Male Female Total Male Female
UoN 44,303 61.1% 38.9% 50,895 60.3% 39.7%
Kenyatta 37,220 57.3% 42.7% 57,192 44.8% 55.2%
Moi 25,533 55.3% 44.7% 31,645 54.9% 45.1%
Egerton 12,145 58.0% 42.0% 7,678 59.6% 40.4%
JKUAT 13,937 70.4% 29.6% 28,918 65.9% 34.1%
2013/14 2014/15
Institution
Total Male Female Total Male Female
UoN 64,069 60.4% 39.6% 69,946 60.5% 39.5%
Kenyatta 70,006 53.9% 46.1% 76,879 56.1% 43.9%
Moi 34,231 54.2% 45.8% 43,296 51.9% 48.1%
Egerton 11,940 59.0% 41.0% 13,928 62.2% 37.8%
JKUAT 30,576 64.5% 35.5% 32,329 64.5% 35.5%
Source: Ministry of Devolution and Planning, Economic Survey Report (2015); Originally from Kenya
Education Network
 In addition to means-tested loans, needy students also receive means-tested financial aid.
The maximum amount that an individual student can receive in grants a year is US$107
(Ksh 8,000). In 1974, the government introduced the University Students Loan Scheme
(USLS), overseen by the Ministry of Education. However, the scheme lacked the legal basis
to recover matured loans, and because students perceived the loans as a grant that did not
have to be repaid, the scheme was running on deficit.
 To address the student loan problem, the parliament passed the Higher Educations Loans
Board Act, which set up a board that was empowered to recover all outstanding loans, and
established a revolving fund to support needy students. A maximum of US$2,0322 (Ksh
60,000) is loaned a year per student with a 4% interest that compounded starting from loan
origination, and a one-year grace period from the completion of degree program is provided.
In 2006/07, 28,900 were awarded loans, and 26,720 graduates have fully repaid their loans.
Another 57,000 have not yet begun servicing their loans (World Bank 2010, Nyaigotti-
Chacha 2004).
Challenges and Responses
48
 Several challenges face the higher education system in Kenya, ranging from poor
compensation for higher education staff to weak support for post-graduate employment
preparation
Research and Publications: Research is one of the core pillars of the university system.
Publication of research findings in reputable journals is one of the ways in which these
findings are widely disseminated to stakeholders. Studies show that research and
publishing by faculty has sharply dropped over the last few years. Due to heavy
teaching responsibilities – brought about by the rising student numbers, plus the need
to moonlight so as to make some extra money to supplement the meager pay – faculty
is not keen on undertaking meaningful research and publishing their work.
Staff Remuneration: Universities, especially public ones, have almost exclusively
depended on the government for remunerating their staff. This has led to a situation
where staff is not paid as well as their counterparts in the more developed societies.
Many professors have therefore decamped to other countries in search of better pay,
affecting the teaching needs of Kenyan universities. Demand for better pay has often
led to standoffs between the government and the University Academic Staff Union
(UASU).
ICT Capacity and Utilization: Most universities in Kenya have very limited access to
modern computing and communications technology, so it is increasingly difficult for
teachers and students to keep abreast of current developments in their academic areas.
Post-graduate Employment: Students fortunate enough to get a university degree have
no guarantee of finding employment. Whereas university graduates were able to step
into managerial-level civil service posts in the 1970s, today's job prospects are less
obvious, due to tough structural adjustment programs and recruitment restrictions.
 Recognizing that research and publications are a vital aspect of university performance, the
government felt the need to promote university research activities and their planning.
Following the Universities Act of 2012, the Planning, Research and Development (PRD)
Division was established in 2013 under the Commission for University Education (CUE).
It was felt that the mandate of the Commission had a large planning and research
component, yet these functions tended to be overshadowed by the finance and
administration function. The PRD operates in two departments: the Planning and Resource
Mobilization (PRM) Department and the R&D Department (CUE 2015b).
 The Planning and Resource Mobilization Department performs such functions as data
collection, analysis and documentation, and coordination of long term planning and
development of university education in Kenya, and undertakes studies on the impact of
social-economic changes in the country on university education. This department also is in
charge of the education management and research information management systems
(RIMS) for university education and research and coordination of University admissions.
 The R&D Department is tasked with the following functions: conducting research on
critical issues in university education; preparing research funding proposals in support of
university education, and conducting relevant manpower surveys and studies. The R&D
Department also publishes and disseminates research findings on university education and
49
research, alongside leading the formulation, implementation and review of university

research policies and strategies. Most importantly, it assesses and aligns university research
with the national development agenda including Vision 2030.
Science and Technology System

Major S&T Institutions and Actors
 The new Science and Technology Bill of 2012 was enacted to facilitate universities and
research institutions to actively engage in commercialization of their research outputs and
freely alienate their intellectual property rights with interested parties in the private sector.
With this law intact the government expects that more of the research universities will
participate not only in STI education and training, the postgraduate education in particular
leading to PhD and MS, but in commercially motivated R/D activities. This may explain
the reason why there has been a continuous increase in university enrollment in science,
technology, and engineering, particularly among the public universities.
 As shown in the following figure, the Kenya National Innovation System (KNIS) integrates
three subsystems of government, education and research, and business. The demand for the
Science, Technology and Innovation (ST&I) derives from both consumers and producers.
The former includes large and small‐medium enterprises as well as the start-up businesses
whereas the latter involves educational and R&D institutions such as universities, research
institutes and education network.
 These two parties are intermediated by various intermediate organizations and
professionals. A number of government bodies are also involved in governing and
coordinating the system, including relevant ministries, commissions, funding agencies etc.
A large number of financial institutions, both private and public, are also participating in
the system operation for funding and financial management. What is required for the system
to properly work is inter‐governmental coordination and cooperation. The National
Commission for Science, Technology and Innovation (NACOSTI) is tasked to coordinate
various S&T functions and activities. Its roles are yet to be further articulated as the whole
NIS will not work without its leadership in the first place.
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Source: Nyawira (2013)

Figure 10: Kenya National Innovation System
 The following figure depicts how the S&T management system operates from the
standpoint of the government. Most of the government ministries are involved in the
management either directly or indirectly with the Ministry of Education, Science, and
Technology (MOEST) in the middle, including the ministries of agriculture, economic
planning, information, health, natural resources social services, and others. These line
ministries form NACOSTI for an effective inter‐ministry cooperation and coordination. The
president chairs the commission. MOEST supervises and coordinates not only science and
technological education and R&D activities but manpower training as well.
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Source: NACOSTI (2012)

Figure 11: Management of S&T in Kenya
 NACOSTI manages and allocates the government’s national research (NRF for STI) funds.
They are largely distributed to the following 7 different programs; i) 78 innovation projects,
ii) multidisciplinary and multi‐institutional research projects, iii) increase in women
scientists, iv) Ph.D and masters grants, v) post-doctorate grants, vi) incentives for
publications, vii) scientific conferences and collaborative calls. Upon creation, the National
Research Foundation (NRF) will support ST&I schemes. GoK intends to increase the share
of the NRF budget up to 2% per year, closer to those of the advanced economies.
 The NACOSTI Annual Report of 2012 acknowledged that “the advanced science and
technology areas are still at the infancy despite the country’s strengths in physical,
biological, health, computer and information technology” (NACOSTI 2012). In other
words, it claims is that scientific bases might exist in Kenya but they were not fully explored
and utilized to the extent that they could help the country transform into a ST&I based
economy.
 Some analysts are questioning the existence of such bases as claimed by the Council,
indicating that Kenyan higher educational institutions are neither adequately prepared, nor
equipped to promote and advance sciences, technologies and engineering because high
quality faculties are lacking, along with R&D facilities, modernized laboratories, equipment
and academia‐industry collaboration.
 The Council strongly urges research universities to engage in ‘industrially relevant

technologies,’ stressing that efforts have not been made to link universities to industrial
innovation.’ Now the question is: are the higher educational institutions in Kenya ready to
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accept the Council’s recommendations? The answer is rather dubious. Currently there are
19 national (public) universities and 22 private universities. At present approximately
120,000 students are enrolled in these higher educational institutions. Private universities
were mostly founded by religious organizations, thus placing greater focus on humanities,
social sciences and theology.
 On the other hand, the national universities tend to emphasize on science, technology, and
engineering (STE). The Commission for University Education (CUE) recently recognized
the importance of STE education and research and development (R&D) to support the
government’s effort for fast track modernization and recommended greater investment in
the field of science, technology, engineering and management (STEM).
 However, the higher education is still suffering, and even the most prestigious university
like the University of Nairobi is facing challenges in securing high‐tech facilities and high
quality faculties. The Kenya Education Network (KENET) facilitates the sharing of
educational and research resources through broadband infrastructure and services. KENET
needs to be strengthened in the near future to help share the research resources across the
education and research system throughout the country.
R&D Performance
 Kenya could hardly catch up with the fast developing economies in its spending on R&D
and related activities, not to mention, with advanced economies. Its gross R&D
development expenditure is recorded only at 0.42% of the GDP, which is extremely low in
both relative and absolute terms as compared with those of advanced countries as shown in
the following figure.
 Most advanced countries have maintained the ratio of R&D expenditure to GDP at 1.6%
and some of them, up to 3% level. As shown in this figure, these countries have gradually
increased its share from 1‐2% level in the past to 2‐3% level presently because they realize
that R&D investments are in fact most insured outlays for the country’s future, generating
high paying jobs and income although R&D is an inherently risky endeavor.
 The African Development Bank report indicates that Kenya is ranked 69 of 139 in
mathematics and science and 70 of 139 in teaching staff as evaluated in 2010‐ 2011 (AfDB
2014). Besides the Kenya’s Engineers Registration Board (ERB), now elevated to
Engineers Board of Kenya, noted that infrastructure for teaching, learning, and research
does not measure up to the required standards. Seriously worrisome is the fact that less than
20% of African students are known to be enrolled in science, engineering and technology
curricula, compared with over 50% in Asia’s fast growing counterparts.
53
Figure 12: Kenya's Gross R&D Expenditure (% GDP) in Comparative Perspective
Table 10: Scientific Publications of Top 20 African Countries (1996~2014)
Citations
Citable Self- per
Rank Country Documents documents Citations Citations Document H index
1 South Africa 167440 154857 1774278 386014 13.41 292
2 Nigeria 53298 51223 272400 61408 7.48 115
3 Tunisia 51590 49230 276247 60183 7.99 109
4 Algeria 36490 35871 174096 34065 7.66 97
5 Morocco 35962 34027 235287 43346 8.52 117
6 Kenya 21811 20150 315176 49200 18.18 165
7 Ethiopia 11381 10866 95145 19804 12.49 88
8 Tanzania 10516 9866 140878 21812 17.24 113
9 Uganda 10092 9317 138405 22467 19.46 118
10 Cameroon 9874 9397 90309 17812 12.3 85
11 Ghana 9721 9073 86854 10608 12.74 92
12 Zimbabwe 6522 6147 80239 8237 13.35 90
13 Senegal 6424 6038 64136 8101 12.46 89
14 Sudan 5379 5168 40208 5069 11.07 65
15 Botswana 4511 4167 42698 4449 11.15 71
16 Côte d'Ivoire 4403 4228 45006 4816 12.29 82
17 Malawi 4385 4030 64154 8502 19.11 97
18 Burkina Faso 4256 4086 47871 7253 14.26 77
19 Libya 3730 3611 15111 918 6.13 45
20 Zambia 3495 3220 46959 5211 16.37 83
54
Source: SCImago Journal & Country Rank
Table 11: Scientific Publications of Kenya in Global Comparison (1996~2014)
Citations
Citable Self- per
Rank Country Documents documents Citations Citations Document H index
60 Cuba 29514 28387 173646 35090 6.76 115
61 Belarus 28941 28543 175290 32229 6.17 122
62 Bangladesh 26924 25901 184202 35455 10.09 124
63 UAE 26690 25166 166455 17582 9.13 112
64 Jordan 25514 24845 167105 21438 8.74 102
65 Estonia 25458 24479 313735 55005 15.83 162
66 Viet Nam 24473 23559 204089 29994 13.84 133
67 Kenya 21811 20150 315176 49200 18.18 165
68 Lebanon 18218 16817 151940 15122 11.56 122
69 Philippines 17783 16507 219804 22832 16.41 147
70 Kuwait 16848 16230 134541 16324 9.2 100
71 Cyprus 14766 13689 137506 16629 15.03 113
72 Latvia 14403 14024 99502 14907 9.48 104
73 Iceland 13937 12907 296796 27823 27.54 198
Puerto
74 Rico 13060 12606 213031 14404 18.12 156
75 Peru 12367 11418 155938 16849 17.88 140
 Publications and patents are two most standard indicators of R&D output. Kenya’s
performance in scientific publications was largely stagnant during the early half of 2000s,
roughly at the range of 230 articles per year. It then improved visibly in the latter half of
2000s, reaching almost 290 articles per year.
 Patent records also show a similar increase in the second half of the 2000s as revealed in
Figure 5.9. It is notable that the increase in patent applications came initially from non-
residents around 2007, and then applications by non-residents started to follow up in the
early 2010s.
55
290.5 289.5
285.4
275.8
262.2
241.6 239.4
236.5
231.7 228.5
224.7 225.8
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Source: World Bank, World Development Indicators 2014, Reprocessed by the F/S Team
Figure 13: Kenya’s Scientific Publications (2000~2011)
Patent applications, nonresidents Patent applications, residents
160
140
120
100
80
60
40
20
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Source: World Bank, World Development Indicators 2014, Reprocessed by the F/S Team
Figure 14: Patent Applications in Kenya (2002~2012)
 Kenya ranks comparatively high in agriculture and biological science, as shown in the
following table. Other fields of science it shows strength in are: archeology, pharmacology,
earth sciences, among others.
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Table 12: Kenya's Ranking of Scientific Publications in Various Fields of Science
Kenya’s
Fields #Countries
Rank
Zoological Science 220 44
Archaeology 166 55
Plant Sciences 209 59
Biology/Life Sciences 224 63
Management Science and Engineering 200 67
Pharmacology 200 67
Environmental Engineering 184 71
Earth Sciences 223 72
Geological Sciences 200 79
Biological Engineering 164 80
Sport Science 159 81
Architecture 131 82
Information Sciences 136 83
Biomedical Engineering 162 84
Statistics 145 85
Architectural Engineering 175 85
Civil Engineering 187 85
Aeronautical and Aerospace Engineering 173 87
Nuclear Science and Engineering 152 91
Chemistry 203 91
Industrial Engineering 181 93
Manufacturing Engineering 181 93
Chemical Engineering 195 94
Mechanical Engineering 192 98
Electrical Engineering 180 99
Mathematics 204 99
Computer Engineering 212 100
Materials Engineering 203 101
Physics 207 105
Astronomy 161 112
 There are a few indexes measuring relative competitiveness of Kenya in R&D, scientific
knowledge, business, technological competence, productivity, innovation, governance and
economic versatility. Kenya ranks low on most of these indexes, and particularly on
technological competence, scientific knowledge, productivity and innovation. Kenya needs
a lot more effort to become a competitive and scientifically innovative country.
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 For example, the Technology Achievement Index (TAI) measures a country’s level of
technological progress, its capacity to participate in the networked economy and how well
a country is creating and using technology. According to the 2002 TAI results, Kenya
ranked 68 with TAI score of 0.129, suggesting that Kenya could be considered as a
‘marginalized country’ with regard to the use of technology and innovative
competitiveness. It is recommended that Kenya ought to look at countries like China,
Thailand, Malaysia, and South Africa that have placed technology and innovation
consistently on the top policy priority list.
 The ArCo Technology Index measures technological capability of a country and ranks it
accordingly. The index is built on three main dimensions – creation of technology, diffusion
of technology, and development of human skills. Kenya ranked 116th in 2004. The country
did poorly in all these dimensions. Most important of the three would be creation of
technology because unless new technology would be created, the other two dimensions
would not mean much anyway.
 In this respect the RAND Corporation’s composite scientific index may be particularly
relevant as it measures a country’s capacity to carry out scientific research and foster
technological progress. It also offers a set of policy measures that might strengthen specific
national systems in innovation. The composite index placed Kenya in the category of
“scientifically lagging countries.”
 As much important is the management of R/D activities and technologies so produced as
scientific research and innovative technology per se. In this respect the ISO Certification
would be important in judging the way scientific and innovative efforts are being organized
and draw upon concrete results. The certification is used to ascertain the efficiency of
management system in an organization. Kenya registered only 8 certifications in 2001 and
158 in 2004, significantly below South Africa, one of the regional competitors, that
registered 87 and 2486, respectively.
 Global Competitiveness Index (GCI( is one of the most widely used index in measuring a
country’s competitiveness, which measures the level of productivity and groups countries
into three specific stages or orientations: factor driven, efficiency‐driven and innovation‐
driven. Each of the stage implies a growing degree of complexity in the operation of the
economy. According to the 2012‐2013 GCI, Kenya ranked 94th out of 125 countries
compared according to an analysis of the data collected in 2005. It defined Kenya as a
factor‐driven and early stage developing economy. Even now the ranking has improved
little as the country received GCI index of 106 out of 144. 
 Another measure of innovation published by the European Institute for Business

Administration (INSEAD), the World Intellectual Property Organization (WIPO), and
Johns Hopkins University, Global Innovation Index (GII), ranks Kenya on 35th with the
score of 31.9 out of the 0~100 scale constructed out of 79 indicators capturing institutional
maturity, human capital, infrastructure, market sophistication, business sophistication,
knowledge and technology outputs, and creative outputs.
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Table 13: Kenya's Rank in Global Innovation Index
Rank Country Score

1 Switzerland 64.8
2 United Kingdom 62.4
3 Sweden 62.3
4 Finland 60.7
5 Netherlands 60.6
6 United States of America 60.1
7 Singapore 59.2
8 Denmark 57.5
9 Luxembourg 56.9
10 Hong Kong (China) 56.8
… … …
80 Guyana 32.5
81 Bosnia and Herzegovina 32.4
82 Jamaica 32.4
83 Dominican Republic 32.3
84 Morocco 32.2
85 Kenya 31.9
86 Bhutan 31.8
87 Indonesia 31.8
88 Brunei Darussalam 31.7
89 Paraguay 31.6
90 Trinidad and Tobago 31.6
Source: Global Innovation Index (2014)
 Despite the country’s poor performances in science, technology and innovation as

evidenced by various indicators reviewed, Kenya has a good potential for fast improvement
in ST&I in the long run although it invested only 0.42% of GDP in R&D in 2007. It was as
low as 039% of Uganda and 0.43% of Tanzania. Low level of R&D investments
notwithstanding, Kenya witnessed two promising signs in recent years. One is a steady
increase in patent applications. With an exception of South Africa Kenya has virtually led
Africa in terms of patent applications. They increased from 152 in 2008 to 197 in 2010, far
exceeding most of the Eastern African countries. And two is continuous increase in articles
and papers produced by Kenyans for international journals on science and technology. The
number of articles alone jumped from 226 in 2005 to 291 in 2000, making Kenya an East
African leader in science and technology.
Government Plans for S&T Development

 At least four ministries are directly involved in governmental planning for the advancement
of S&T: Ministry of Information Communications, and Technology, Ministry of
Industrialization and Enterprise Development, Ministry of Energy, and Ministry of
59
Environment, Water, and Natural Resources. The following analysis draws upon the
strategic planning documents of these ministries.
 Ministry of Information, Communications and Technology (MIC) (source: Ministerial
Strategic Plan 2013‐2017)
GoK the importance of ICT as a foundation for economic development. According to
the MIC Strategic Plan, there are two major approaches – collaborations with
Strathmore University and the development of Konza Techno City.
The Kenya ICT Board made a partnership with Strathmore University and other local
universities aiming at promoting new business concerns in 47 counties. The role of
universities in this partnership is to conduct county-commissioned research, data
analysis, and the best business opportunities and potential investors in each county. The
digital villages will be set up in order to provide over 30,000 opportunities for Business
Process Outsourcing (BPO) by 2017 and develop e‐commerce to enable entrepreneurs
in obtaining skills to sell their products and services over the Internet. 
Upgrading ICT capacity will be achieved through the following approaches; (i)
Establishment of the County ICT Incubation Hubs for youths training and work
experience to develop market‐ready ICT services and products, (ii) Development of a
National Addressing System Project in order to identify and allocate streets, buildings,
plots, and other infrastructure, (iii) Development of ICT human resource in the
government to enhance ICT knowledge and skills needed for better performance of
organizations within the public sector.
Konza Techno City (source: http://www.konzacity.go.ke/): The Konza Techno City
(KTC) is initially conceived as a BPO project promoted through the Kenya ICT Board.
KTC is set to host numerous BPO ventures, a science park, a convention centre,
shopping malls, hotels, international schools, and health facilities. KTC aims to be a
global technology hub, focused on four economic sectors that will advance technology
spending and technology growth in Kenya. More details on KTC are provided in
Chapter 3.
 Ministry of Industrialization and Enterprise Development (MIED) (source: Ministerial
Strategic Plan 2013‐2017)
The role of the manufacturing sector in Vision 2030 is to create employment and
wealth. The sector’s overall goal set by the first MTP is to increase its contribution to
the GDP by at least 10% per annum as envisaged in the Vision 2030. A number of
interventions are proposed in the Vision which will lead Kenya to become prosperous
and globally competitive.
The objectives to be pursued are: (i) to strengthen the capacity and local content of
domestically manufactured goods, (ii) to increase the generation and utilization of
R&D results, (iii) to raise the share of products in the regional market from 7% to 15%,
and (iv) to develop niche products for existing and new markets.
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In order to achieve these objectives, a set of key target areas have been identified and
specific goals and targets set to steer industrial growth. These include: (i) development
of the iron and steel industry through establishment of an Integrated Steel Mill, (ii)
Development of Small and Medium Enterprise (SME) Parks, Industrial and
Technology Parks, and Industrial Manufacturing Clusters, (iii) Upgrading of products
from SMEs, (iv) Skills development for the technical human resource for the
manufacturing sector, and (v) Commercialization of R&D results and attraction of
investors in strategic sectors (i.e. iron and steel industries, agro‐processing, machine
tools and machinery, motor vehicle assembly, and manufacture of spare parts).
MIED puts special emphasis on the development of the iron and steel industry. Major
Vision 2030 projects include the Lamu port development, railway and roads projects,
housing, industrial parks, and the development of the special economic zones. All of
the aforementioned projects utilize steel products. The iron and steel industry in Kenya
forms about 13% of the manufacturing sector, which in turn contributes significantly
to the GDP.
 Ministry of Energy (MOE) (source: http://www.energy.go.ke/downloads/National
Energy)
Energy sources: In Kenya, petroleum and electricity are the main energy sources of the
economy, while biomass is mainly used in rural communities and a few parts in the
urban population. Currently, Kenya imports all of its petroleum and most of its energy
production relies on petroleum. However, with the discovery of oil in Northern Kenya
this trend is subject to change. Electricity is generated predominately by hydro,
supplemented by geothermal and thermal sources. Apart from wood fuel which is over
used, other renewable energy resources, though abundant, have not been fully
exploited.
Fossil Fuels: In March 2012, oil was discovered in Northern Kenya, leading to a
growing interest in the energy sector. There is a need to develop adequate petroleum
production capacity in the country, as well as to develop a petroleum supply
infrastructure to meet the increasing local and regional demand for petroleum products.
These developments will include the establishment of a new refinery at Lamu given its
strategic location. Coal is an affordable, competitive, reliable, and easily accessible
source of energy, especially for the electricity generation. Extensive coal exploration
has taken place in the Mui Basin of the Kitui County of which Block C has been
appraised to contain 400 million tons. More coal exploration is going on in other parts
of the country. These resources are expected to provide about 1,900MW of electricity
generation by 2016 and 4,500MW by 2030.
Petroleum Refining: Kenya Petroleum Refineries Ltd. has been refining 1.6 million
metric tons per annum. The refinery produces various grades of refined oil, such as
premium motor spirit, regular motor spirit, automotive gas oil, dual purpose kerosene,
liquefied petroleum gas (LPG), fuel oil, grease, and bitumen. In July 2009, government
tried to modernize the refinery and made an agreement with Essar Energy Overseas
Limited. The modernization was intended to produce competitive refined petroleum
products and increase employment. With the discovery of oil in the region, the refinery
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would become a strategic asset for the processing of such oil. The government plans to
build another petroleum refinery at Lamu under the Lamu Port and Lamu‐South Sudan
Ethiopia Transport Corridor (LAPSSET) Project.
Renewable Energy: Renewable energy obtained from natural resources including
geothermal, hydro, solar, wind and ocean energy, biomass, biofuels, biogas and
municipal waste. In addition, renewable energy has the potential to enhance energy
security, diminish climate change, generate income, create employment and generate
foreign exchange savings. To enhance the exploitation of the vast geothermal
resources, the Kenyan government seeks to continue funding the Geothermal
Development Company and relieve the geothermal exploration risk.
 Ministry of Environment, Water and Natural Resources (source:
http://www.environment.go.ke/) 
Water is a critical resource for sustaining life, as well as economic and social activities.
Water is becoming a product whose sale provides income generating activities and
employment opportunities. Access to water and its use is also essential not only for
sanitation purposes but also for helping to reduce occurrences of water borne diseases
and to improve public health.
Water also provides the infrastructure for the Agriculture, Manufacturing, Tourism,
Health, Livestock, Fisheries and Housing sectors. In this regard, proper management
of water plays a vital role in the realization of Vision 2030.
Kenya is classified as a water scarce country. Therefore providing sufficient water for
the competing uses in a growing economy will be a big challenge for the Ministry of
environment. Despite the importance of the ministry of environment, the Ministry is
understaffed, with 53% of the authorized positions being vacant.
Kenya Vision 2030

Background
 Announced in 2008 by President Kibaki, Vision 2030 is Kenya’s main development
blueprint. Kenya had achieved an annual GDP growth rate of 6.1% in 2006 (compared to
0.6% in 2002), and the government felt the need to maximize on this momentum. With this
concern as a backdrop, President Kibaki launched the process of development of the Vision
in October 2006, and in anticipation of the expiration of the Economic Recovery Strategy
for Wealth and Employment Creation (ERS) in December 2007 (Ministry of Planning and
National Development 2003).
 According to the Kenyan government, a participatory method was employed to assess and
survey the impending problems in Kenya, by involving as many ordinary Kenyans and
stakeholders as possible. Workshops were held in both urban and rural areas to invite
discussion between public officials, the private sector, civil society, the media, and NGOs.
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 The Vision aims at global competitiveness, prosperous nation, and high quality of life. It is
geared toward an average growth rate of 10% per annum over the next 25 years. In parallel
to the long term strategy the government developed a five‐year medium term plan (MTP).
MTP puts strong emphasis on economic infrastructure as a means to transform Kenya into
a globally competitive economy. In education it stresses on the quality education at the post
graduate level and applied science and technologies, ST&I in particular.
Vision and Blueprints

 The overarching ‘vision’ of the plan is to “transform Kenya into a newly industrializing,
middle-income country providing a high quality life to all its citizens by the year 2030,”
and is implemented based on three fundamental pillars—economic, social, and political.
Figure 15: Kenya Vision 2030 Architecture
 The economic pillar comprises tourism, agriculture, manufacturing, wholesale and retail,
business processing outsourcing (BPO) and financial services. The social pillar represents
such a major social issue as education, health, water and sanitation, environment, housing
and urban services, and gender, youth and vulnerable groups. And the political pillar focuses
on rule of law, electoral and political process, democracy and public services delivery,
transparency and accountability, public administration, security, peace building and conflict
management.
 The political pillar is regarded as a precondition for the social and economic pillars. Unless
the issues under the political pillar are resolved to a certain extent, the remaining issues
would not be taken care of. In short, political pillar serves as a precondition that has to be
satisfied to fulfill both social and economic pillars. The coalition government perfectly
understands it and work together in bipartisan efforts to maintain political and social
stability.
 These three pillars are “anchored” on 10 foundational themes: macroeconomic stability for
long-term development, continuity in governance reform, enhanced equity and wealth
creation opportunities for the poor, infrastructure, energy, STI, land reform, human
resources development, security, and public service. These foundational themes are subject
to change depending on the detailed medium-term plans, but based on these 10 themes,
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specific sectors are identified as key growth drivers for each of the three pillars, which then
provide the frame for launching and overseeing flagship projects.
 Vision 2030 explicitly stipulates that the modernization strategy should specifically initiate
reforms and development of eight key sectors: 1) macroeconomic stability, 2) continuous
governance reforms, 3) enhanced equity and wealth creation opportunities for the poor, 4)
infrastructure and energy, 5) science, technology, innovation (ST&I), 6) land reform, 7)
human resources development (HRD) and 8) security. And most critical among them are
ST&I and HRD.
 The Kenya government is clearly aware that S&T can stimulate the creation of new values
in industry. The national development plan, Vision 2030, acknowledges the need for
investment in S&T. For example, it explicitly states:
Vision 2030 proposes intensified application of STI to raise productivity and efficiency
levels across the three pillars (economic, social and political). It recognizes the critical
role played by research and development (R&D) in accelerating economic
development in all the newly industrializing countries of the world. The Government
will create and implement an STI policy framework to support Vision 2030. More
resources will be devoted to scientific research, technical capabilities of the workforce,
and in raising the quality of teaching mathematics, science and technology in schools,
polytechnics and universities (GoK 2007).
 The Vision projects that the future ST&I will encompass many fields such as nanoscience,
nanotechnology, tele‐robotics, biochemistry, biotechnology, space technology, geo‐
information technology, and virtual reality (VR). They are supposed to help meet such
human needs and concerns as life support systems, more habitable planet, reduction of
carbon emissions and conservation of biodiversity.
 In order to achieve the strategically‐set growth objective, the government is committed to

seven major actions: 1) macroeconomic stability, 2) continuous governance reforms, 3)
enhanced equity and wealth creation, 4) expansion of economic infrastructure, 5)
science/technology and innovation (STI), 6) land reform, and 7) security & public sector
reforms.
Medium Term Plans

 Vision 2030 is in effect a series of successful five-year development plans called Medium-
Term Plans (MTPs), with the First Medium-Term Plan covering the years 2008-2012, and
the Second Medium-Term Plan covering the period 2012-2017, and so on.
 In both plans, the “foundations for national transformation” that anchored the three pillars
were: infrastructure, ICT, STI, land reforms, public sector reforms, labor and employment,
security and peace building, with national values and ethics, and Ending Drought
Emergencies (EDE) newly added to the list for the Second MTP. In addition to economic
and infrastructural developments, a new Constitution was enacted (2010) as part of the First
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MTP as part of national healing and reconciliation following the post-election violence of
2007-2008.
 Both MTPs recognized ICT and STIs as important factors in driving growth and national
transformation. Below is a table summarizing the problems and challenges identified in the
First MTP, the achievements since the launch of the First MTP, and the current issues and
challenges as listed in the Second MTP, for ICT and STI each:
Table 14: Vision 2030 Medium-Term Plans - Issues & Challenges
ICT STI
 Lack of an institutional and legal frame  Enhancing the role of STI in
work to implement automated services national development;
including electronic transactions;  Ineffective coordination and
 Lack of standardization of components lack of critical resources and
and systems being procured and applied infrastructure to develop and
across the Government; integrate STI; Inability to
 Limited country-wide ICT awareness acquire, maintain and retain
that hinders cultural and attitudinal modern equipment as well as
change; personnel;
 A wide internal digital divide between  Weak linkages with the
Issues and rural and urban areas as well as low productive sector, as well as
challenges, bandwidth; regional and international
1st MTP  Financial and human resource counterparts;
constraints;  Lack of an integrative policy
 Bridging the “islands of automation” by framework; Mismatch between
allowing sharing of information among skills acquired from Kenyan
agencies; High costs of ICT utilization training institutions and the
and maintenance; industry requirements;
 High costs of migrating from analogue to  Inappropriate and unresponsive
digital broadcasting; intellectual property rights
 Challenge of obtaining a better regimes and lack of awareness
integration of ICT solutions into of STI benefits.
company and public policies.
 Kenya became world leader in electronic  Implementation of the 2013
cash transfer through mobile telephony STI Act;
platform;  Establishment of the National
 All major towns in the country now Bio-Safety Authority in 2009;
connected through the National Optic  Establishment of the National
Fiber Backbone Infrastructure (NOFBI) Science, Technology and
and Government Common Core Network Innovation Fund;
Achievements (GCCN);  Award scheme for recognition
 Internet subscription rose from 1.6 of outstanding scientists in
million subscribers in 2009 to 8.5 million Kenya;
in 2012;  Construction of new
 Government developed tier-2 laboratories and workshops in
Government Data Center (GDC) all TIVET institutions.
infrastructure to ensure security of public
data;
65
 Bandwidth support to government offices

was increased from 80 to 100 MB
broadband Internet;
 Implementation of 2009 Kenya
Communications (Amendment) Act,
2010 Kenya Information and
Communications Regulation.
 Inadequate financing coupled with  Lack of an institutional and
delayed disbursement; legal frame work to implement
 Inadequate human capacity for research automated services including
and development in ICT and the film electronic transactions;
industry;  Uncoordinated and fragmented
 Decentralized ICT coordination leading innovation system with weak
to slow implementation if automated synergies and networking
systems, duplication and implementation among government, research
of ICT innovations; hand training institutions,
 Digital divide between the rural and industry, financial sector and
Issues and professional groups;
urban areas which limits public
challenges,
awareness of the advantages and  Lack of a harmonized National
2nd MTP
opportunities of ICT; Research Policy, agendas and
 Lack of harmonized data management priorities;
system;  Inadequate funding for
 Vandalism of ICT infrastructure; research;
 Lack of or inadequate supply of  Absence of skills inventory and
affordable and uninterrupted power inadequate alignment of the
supply; planning of human resource to
 Sophistication of cyber attacks and development needs;
crimes.  Weak STI culture among the
population
 The Delivery Secretariat, the coordinator, enforcer and advocate for the implementation of
Vision 2030, released a report on the highlights of Vision 2030 achievements in 2013. The
report contained an update on the progress of science and technology in Kenya, once again
showing the government’s resolution to promote S&T. It stated that “the draft (of the)
Science, Technology and Innovation (STI) and Information Bill” has been finalized and is
ready to be presented to the Cabinet while a Research Fund has been established under the
National Council for Science and Technology” and that “1% of the annual budget shall be
factored towards research and innovation” (GoK 2013b). The National Bio-Safety
Authority, the National Science, Technology and Innovation Fund, and an award scheme
for recognition of outstanding scientists in Kenya have been some of the flagship
accomplishments of the first medium-term plan.
Flagship Projects
 A wide range of projects are carried out under the purview of the Vision 2030, with a
portfolio of flagship projects to set the pace and “take the lead in generating rapid and
widely-shared growth” (GoK 2013a). For the duration of the second medium-term plan
(2013-2017), the Government of Kenya has announced several flagship projects under the
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motto of “Harnessing Science, Technology and Innovation for Regional and Global
Competitiveness”:
Science, Technology, Engineering and Mathematics (STEM) program;
Coordination of the Technology, Innovation and Commercialization program;
Country Technology and Innovations Delivery Services program;
Nano-sciences, material science and new production technologies program;
Biotechnology and biosciences program;
Telecommunications, electronics and computers technologies program;
Natural products program
 These flagship programs focus on specific issues in the broad spectrum of science,
technology and innovation, but it does not mean that other aspects of S&T do not have
relevance to Vision 2030. Whereas plans for STI as outlined above deal more closely with
what we would refer to as ‘science and technology policy’, goals of Vision 2030 deals more
extensively with various sectors of the Kenyan economy and society, many of which will
rely greatly on applied sciences and engineering for their achievements.
Table 15: Vision 2030 Flagship Projects
Sector Aims Flagship Projects

Expansion of railways and roads
A country firmly interconnected through
programs; Development of the Lamu-
a network of roads, railways, ports, and
Infrastructure Southern Sudan-Ethiopia Corridor;
airports; Buildings and other public
Research in appropriate building
works.
technology.
Generate more energy at lower cost and
increase efficiency in energy
Increase electricity availability by
consumption; implement strong
5,500MW by 2017; Increase capacity of
regulatory framework, encourage private
diesel plants, hydropower, geothermal
Energy generators of power, and separate
resources, wind power, coal, go-
generation from distribution; generate
generation and liquified/compressed
new sources of energy through
natural gas.
exploitation of geothermal power, coal,
renewable energy resources.
ICT for expanding human skills and
introducing a system of producing,
distributing and utilizing information and Expansion of Fibre Optic Networks to
knowledge; Improve quality and cover hospitals, schools and police
Information and
reliability of government communication stations; Set up national ICT Centers of
Communication
system —informatization of IDs and Excellence; Promote local ICT software
Technology
passports, public examination results and development; Apply ICT for agriculture
candidate selection; Online submission of and governance.
tax returns; electronic reporting of
corruption.
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Invest in training, research and
development for basic manufactured
Creation of SME parks, industrial parks;
goods for the larger eastern and central
Development of industrial and
Africa; restructuring local industries that
Industrialization and manufacturing clusters; Development of
use local raw materials but lack a
Manufacturing iron and steel mill; Establish the Kenya
competitive edge (eg. sugar and paper);
Industrial Research and Development
add value to imported good that could be
Institute (KIRDI).
re-exported through last step of value
addition (eg. metals and plastics).
Adopt climate-smart agriculture such as
harnessing farm waste as source of
organic fertilizer and use bio-fertilizers
Fertilizer cost reduction program;
Agriculture that do not contribute to harmful
Establish Disease Free Zones.
emissions; use better weather forecasting
technology and early warning systems;
grow resilient food crops.
Water and sanitation: conserve water
Rehabilitation and protection of water
resources and start new ways f harvesting
towers; Water resources and
and using rain and groundwater for both
management program; Trans-boundary
Water and Sanitation potable water and irrigation; rehabilitate
waters; Urban and rural water supply
the hydro-meteorological data gathering
program; Irrigation and drainage
network; construct multi-purpose dams
infrastructure; Land reclamation.
and canals.
Lower the incidence of HIV/AIDS,
malaria and tuberculosis and lower infant
mortality; provision of robust health
Establish e-Health hubs; Locally derived
networks and improve the quality of
natural health products; Modernise
health service delivery.
Kenyatta National Hospital; Modernise
Health Environment: increase forest cover and
Moi Teaching and Referral Hospital;
lessen environment-related diseases;
Country-side scale up of community
lessen pollution and improve waste
health high impact interventions;
management systems; enhance disaster
preparedness; secure wildlife corridors
and migratory routes.
Increase forest cover and lessen
Strengthen environmental governance;
environment-related diseases; lessen
Waste management and pollution
pollution and improve waste management
Environment control; Rehabilitation of urban rivers;
systems; enhance disaster preparedness;
Forest and wildlife conservation and
secure wildlife corridors and migratory
management;
routes.
Development of Lamu, Isiolo and Lake

Turkana Resort cities; Development of
Increase tourism arrivals and earnings, coastal beach ecosystem management;
Tourism
and promote domestic tourism. Premium and under-used parks
initiatives; Eden Cradle of Mankind
Project;
Facilitate process of land administration,

Land Reform, Implementation of strategic
computerization of land registries, and
Urbanization and development and investment plans in six
establishment of spatial data
Housing metropolitan regions;
infrastructure to track land-use patterns.
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improve the practice of community Forensic laboratory; installation of

Security policing; adopting ICT in crime detection CCTV cameras in major cities; Establish
and prevention national security data center.
 This brief list of the major sectors and the respective flagship projects mentioned in Vision
2030 demonstrates that science, technology and engineering have a large role to play in the
attainment of the goals of the national development strategy.
 The list above is not exhaustive. For instance, the infrastructure sector will need to be
addressed urgently because it will form the foundation for other sectors, including stable
communication systems, seamless operations of healthcare facilities, and so on. In addition,
infrastructure will require constant re-construction and maintenance, which make critical
domestic capacity manage the nation’s infrastructure. Reliable and efficient infrastructure
is important for growth. Only by achieving technological independence will Kenya be to
achieve sustainable growth in all other sectors.
 The training of domestic scientists and engineers who will lead these flagship projects is
the most sustainable way to achieve technological independence. Although this will require
some initial investment, producing highly-skilled human resources at home will enable
Kenya to decrease reliance on donors and foreign contractors. Educating scientists and
engineers requires a well-concerted system of S&T policy, education policy and curriculum,
administrators, faculty and students, equipment and facilities, but most of all, a clear vision
of the purpose of the education.
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Chapter 3. Project Rationale
Why Kenya Advanced Institute of S&T?

 The most fundamental question to ask for this feasibility study is why Kenya needs Kenya
Advanced Institute of S&T. This question can be approached by answering two
component questions: (1) why Kenya needs a new initiative in S&T; (2) why this would
require the establishment of a new higher education institution.
S&T for Fast-Track Modernization

 It is now a truism that S&T is essential to the development of a nation. A number of
countries in the world invest their resources in S&T for strengthening the national
security, improving public health, and creating new jobs.
 A large literature dating back to the landmark report, Science, the Endless Frontier, by the
then head of the U.S. Office of Scientific Research & Development, Vannevar Bush, links
governmental investment in basic science to technological innovations and ultimately to
national prosperity and social well-being (Bush 1945). Economists and technology
management scholars have also noted the critical role of technology in growth and
development, as epitomized in endogenous growth theory (Aghion & Howitt 1998, Romer
1986 & 1990).
 The question to ask is thus not whether S&T is needed, but where it is needed and why.
Therefore, identifying the areas and sectors that can most benefit from an investment in
S&T is one of the most critical tasks for this F/S work.
 In identifying the strategic fields of S&T to maximize its potentials for fast-track
modernization, it is crucial to understand both strengths and weaknesses of Kenya’s current
economy.
GDP per capita in Kenya has shown a steady increase over the last decade. There was
a downturn in 2008 by the global financial crisis coupled with the post-election
violence in Kenya, but the economy has rebounded since, showing growth rates higher
than 5% in 2010-2011. Overall, GDP per capita growth rate in Kenya remains relatively
low, however, equivalent to 5% of the world’s average. As discussed in detail in the
previous chapter, Kenya’s economy is heavily reliant on the services (ICT services and
tourism) and agricultural sectors, whereas the contribution of industries, especially
manufacturing, is low.
For Kenya to achieve faster and sustainable growth, expanding the manufacturing
sector and maximizing exports will play an important role. Data shows that total
country exports are valued at 4.57 billion USD, whereas total country imports are
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almost three-fold, at 14 billion USD. Imports far exceed exports, and Kenya has been
unable to reverse this trade deficit.
Figure 16: Major Exporters and Importers of Kenya
 Despite these shortfalls in terms of economic indicators, Kenya is nevertheless the most
industrialized country in East and Central Africa. This is not to say that Kenya does not
need to invest further in industrialization and promoting its manufacturing sector.
 Rather, in order for it to maintain this position as the regional economic leader, investments
must be made for manufacturing of new value-added products for both export and domestic
consumption to replace imports, while also maintaining and maximizing the competitive
advantage Kenya currently has in terms of agricultural and horticultural exports.
 In other words, although industrialization is a key factor in economic growth, Kenya should
not neglect its agricultural resources — it should aim to catch all birds. This sentiment is
shared with the Kenyan government, which targets growth in all three economic sectors as
in the following table.
Table 16: Real GDP and Sectoral Growth Targets (2013-2017)

(Unit: %)
2012 2013 2014 2015 2016 2017

Overall GDP 4.6 6.1 7.2 8.7 9.1 10.1
Agriculture 3.8 5.1 6.5 6.8 7.1 7.2
Industry 4.5 6.0 7.6 8.6 10.1 10.2
Services 4.8 6.5 7.3 9.4 10.0 10.1
Source: AfDB/OECD/UNDP, African Development Outlook: Kenya (2014)
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 As examined in the previous chapter, Kenya Vision 2030 explicitly acknowledges the utility
of S&T in developing Kenya into a middle-income country, with particular emphasis on the
role of ICT in fast transformation of the economic and social infrastructure suitable to a
middle income country.
 Thus Vision 2030 stipulates that efforts should be made to nurture Kenyans from the
youngest possible age to pursue careers in ST&I and develop capacities and competences
in technology management. Human resource development (HRD) is basically intended to
build a critical mass of human resource capacity to effectively harness and apply ST&I for
solving problems and enhancing human welfare.
Why a New University?

 Given the recent arrivals of new universities in the scene of Kenya’s higher educational
system, one might say that Kenya does not need another university. The F/S Team fully
agrees that Kenya may not need another university of the same kind that exists now.
Rather, it is the core finding of the F/S Team’s work that Kenya needs a “different”
university.
 As stated in the second Medium Plan of Vision 2030, science, technology and innovation
(STI) is the “foundation for national transformation.” Indeed, one of its flagship programs,
as mentioned above, spells out the Kenyan government’s commitment to strengthening
STEM education as follows: “The STEM education and training applies inter-disciplinary
research in learning and cognition, STEM integration, instructor development and
evaluation and assessment to STEM teaching from early childhood through graduate
education (GoK 2013).”
 Thus the establishment of the New Institute shall provide specialized research and training
in various leading‐edge engineering technologies and advanced science fields to help the
country proceed with fast‐track modernization.
 On the other hand ‘the repackage STEM’ project is expected to promote experiential
learning, innovation creativity, and attraction to STEM‐related disciplines through well‐
coordinated programs in education, R&D and training in all aspects of ST&I at all levels
starting from early childhood to secondary level up to university.
 Under the STEM flagship program, the government has expressed its plans to establish
“an advanced research institute in Kenya (that) will provide for specialized training in
various engineering and science fields.” Although there do currently exist establishments
of higher education specialized in the field of S&T in Kenya, for example, Jomo Kenyatta
University, the translation of university research into industrial application has been weak.
Why KAIST?
 Several S&T-centered universities in developing countries were established benchmarking
the Massachusetts Institute of Technology (MIT) that emerged as the topmost institution
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of basic and applied science and engineering from World War II. Well-known cases of
“exported MITs” include the Indian Institute of Technology Kanpur and Iran’s Aryamehr
University of Technology (Leslie & Kargon 2006).
 It should be noted, however, that the gaps in terms of social and economic development
levels between the US and low-income countries pose a challenge to emulating MIT.
Rather, KAIST can provide a much more useful case of benchmarking, given that Kenya
is to utilize S&T for fast-track modernization as South Korea did forty years ago.
 Before providing the historical perspective on the origin and roles of KAIST for South
Korea’s industrialization, the KAIST members of the F/S Team want to make it clear that
the experience of KAIST cannot be replicated but benchmarked.
Historical Perspective
 The history of South Korea and KAIST can shed light on the question of how to establish
an S&T university and how to manage it as a force for industrialization. Due to its
contribution to South Korean development through its endeavors in applied S&T research
and production of highly-skilled scientists and engineers, KAIST is a strategically apt
partner for Kenya. KAIST has initially been established to produce masters and doctoral-
level graduates for strengthening the South Korean R&D sectors for industries, but has
today progressed into a leading institute of research in the world, with internationally-
acknowledged research and faculty in both natural sciences and engineering.
 South Korea has the experience of transforming itself from an agricultural to an industrial
society, and this transformation is greatly owed to investments made in the advancement of
science and technology (Kim 1997, Bae & Park 2013). In 1960, more than 65% of the entire
population earned a living through the agricultural sector, and the GDP per capita hovered
around 80 USD. In addition to rice farming and fishery, the main exports consisted of raw
natural resources, such as iron ore, tungsten, raw silk, anthracite, graphite.
 Following the Korean War (1950-1953), South Korea found itself in a disadvantageous
position because all major industrial infrastructure and resources, such as hydroelectric
plants, chemical plants and carbon sources were located in the North. One of the very first
government projects in the post-war period was to repair and newly install electricity power
plants. As a result, the amount of domestic electricity production was increased from 336
kWh in 1951 to 406,780 kWh in 2009. Another major project was the establishment of
fertilizer plants. Despite being an agrarian economy, South Korea relied entirely on
imported fertilizer. Starting from the first fertilizer plant built in 1955, a total of 5 plants
were built, and operated at full capacity by 1967. Fertilizer imports were cubed by 90% by
1970, and exports exceeded imports by 1971 (Ban 1980).
 The government then strategically planned for radical changes in industrial structure: a shift
from agriculture to labor-intensive light industry (1960s-1970s), then a shift from light
industry to capital-intensive heavy industry (1970s-1980s), and finally from heavy industry
to knowledge-intensive high-tech industry (1980s-1990s) (Amsden 1992, Kim 1999, Hong
2012). GDP per capita increased to 186 USD in 1971, then finally to 26,200 USD in 2013.
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Industrialization for self-sustainability and export-oriented manufacturing, based on

domestic S&T and human resources were key factors in realizing the growth of South
Korean economy.
 KAIST was established in 1971 with the vision of being the source of Korea’s future
generation of highly-trained and qualified scientists and engineers. Its initial mission was
to produce leaders that would contribute to national industrialization and economic
advancement, not elites who would push at the frontier of knowledge.
 From its inception, KAIST was designed to be an independent, graduate-only institution
with a curriculum that was unlike that of other existing universities in South Korea at the
time. It stressed the idea of applied sciences and technology for late industrialization and
economic growth. Hence it emphasized problem-solving skills and hands-on experience
rather than traditional textbook learning.
 All students were required to master the core curriculum that included statistics, quality
control, computer programming, and industrial organization and management — assets that
were deemed necessary for future industrial leaders. Students were also trained very
rigorously so as to produce graduates who could tackle any problem in the ‘real world.’
Key Contributions
 As shown in the following figure, the South Korean economy started to take off almost
simultaneously with the foundation of KAIST. Engineers graduating from KAIST in the
early 1970s were the main human resources underlying South Korea’s Heavy
Industrialization Drive.
Figure 17: KAIST and South Korea's Development Trajectory
 Unlike many other universities in Korea at the time of the creation of KAIST, KAIST was
explicitly mandated to generate highly skilled engineers to support the nation’s
industrialization. Thus, strategic collaboration with various industries was a crucial
component of KAIST. Indeed as specified in “KAIST Law,” training high-quality scientists
and engineers was a vital mission of the institution. Its mission was also to satisfy the needs
of Korean industry and Korean industrial establishment for highly trained and innovative
75
specialists, rather than to add to the world’s store of basic knowledge. KAIST encouraged
and offered exchange programs with corporations, where students could gain field
experiences at sponsor firms, and employees could receive training while working full-time.
In this regard, industries were expected to be more closely involved, rather than just provide
financial support.
Current Performance
 KAIST faculty currently accounts for about 15% of the total faculty of science and
engineering in South Korea. And KAIST graduates comprise approximately 70% of all
Samsung engineers in semiconductor industry.
 The chaebol corporations such as Samsung, Hyundai and LG are one of the characteristics
of South Korean economic structure, being the powerhouses of technology and
manufactured goods and services. KAIST has produced the most number of executives at
Samsung compared to all other universities in South Korea.
KAIST 101
SEOUL NATIONAL UNIVERSITY 97
SUNGKYUNKWAN UNIVERSITY 75
YONSEI UNIVERSITY 68
KYUNGPOOK UNIVERSITY 65
HANYANG UNIVERSITY 63
0 20 40 60 80 100 120
Source: KAIST Admissions Office (2014)

Figure 18: Alma Mater of Samsung Executives (as of 2013)
 In terms of academic research, in the span of just 40 years KAIST has caught up with the
best Asian universities that have existed for much longer time.
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Table 17: 2014 QS University Rankings for Top Asian Universities
Seoul Tokyo
Tokyo Kyoto
Field KAIST National Institute of
University University
University Technology
Mechanical Engineering 21 25 10 30 36
Electrical & Electronics

24 19 14 34 25
Engineering
Computer Science 36 42 20 51~100 51~100
Civil Engineering 32 38 4 8 29
Chemical Engineering 21 17 7 8 41
Materials Science 16 31 17 26 20
Mathematics 51~100 51~100 23 29 51~100
Physics 51~100 37 9 21 34
Chemistry 17 16 9 13 20
Total 60 35 32 35 66
Identity of the New Institute

 The role of science and technology in overcoming obstacles to national development and
high quality of life cannot be overstated. In this vein, the planning of the New Institute and
establishing its identity and purposes are a crucial part of the endeavor.
 Once again, the questions that must be asked are: (1) what kind of science and technology
must be promoted; (2) how S&T will be mobilized to promote growth; and (3) how the New
Institute can meet the needs of the society. The first question will be addressed in the later
chapters. While answering the other questions, this chapter also examines several related
issues, ranging from practical to political factors to philosophical foundations that the
borrower, lender and the consortium must take heed.
 The New Institute will be established as a graduate-only university, though further
expansion to undergraduate programs may be considered once the university is firmly
established. This focus on graduate students is mainly because in Kenya there is great
shortfall of skilled engineers and scientists who go through rigorous training in graduate
programs current S&T education, as demonstrated in the later chapter containing the gap
analysis of demand and supply of skilled engineers in Kenya.
Missions of the New Institute

 The mission of the New Institute cannot entirely be unique, for other existing universities
and institutes in the region would also aim for excellence and affirm their role in serving
the needs of society. In a sense, sharing a common vision is inevitable. Yet the New Institute
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should not be redundant in its endeavors, especially in terms of academic excellence. The
only factor that will allow the New Institute to be distinguishable from other universities of
longer histories is to establish and maintain a high standard of quality in research and
education from the very beginning.
 We want to reiterate that the New Institute should not compromise on the quality of faculty
and incoming students, the rigor of academic curricula, and the social relevance of the
research projects carried out. Every single one of these is integral to establishing and
maintaining the New Institute as the center of excellence. Failure to do so would very likely
render it a university redundant in the mix of the existing ones. The New Institute should
represent, as well as demonstrate, excellence and high standards. These qualities will not be
given: a strong motivation and commitment by the government and administrators, as well
as a personal dedication on the part of faculty members and students will be required.
 As a public school, the New Institute will receive political and financial support by the
Kenyan government. Therefore, its mission should be closed tied to the objectives set in the
Vision 2030 medium term plans. Not only is this the most appropriate place for the New
Institute to start in its contribution to national development, but also a good way to gain
further support of the government.
 In order for the New Institute to gain traction and momentum, it must show results within
the first few years of its establishment. The university’s curriculum should be designed to
address this concern. It will thus provide students with academic training that will meet the
needs of the industry and society. This is not just a matter of equipment and facilities and
internships as had been pointed out by the East African students, but a prioritization of fields
and sectors to be tackled by the university.
 Therefore, we recommend that the strategy of selection and concentration should be taken
at least in the first few years rather than trying to establish a fully-fledged S&T university.
the New Institute should aim towards a curriculum that is designed based on informed
selection and dedicated concentration. It should then be able to accommodate a curriculum
that breaks away from the traditional structures of higher education curricula. Tensions
among various stakeholders may arise, but a traditional academic structure will not be what
the New Institute needs.
 The strategic selection of major areas of education is also important in light of competition
with other higher education institutions in the region. While Kenyan universities dominate
the list of top 100 African universities among East African universities as shown below, the
New Institute needs to develop niches in order to compete effectively with other universities
in the East African region.
Table 18: East African Universities on the List of Top 100 African Universities
University Country Rank

University of Dar es Salaam Tanzania 10
University of Nairobi Kenya 19
Makerere University Uganda 21
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Moi University Kenya 52

Addis Ababa University Ethiopia 61
Kenyatta University Kenya 65
Strathmore University Kenya 84
Jomo Kenyatta Univ. of Agriculture & Technology Kenya 97
Source: Africa’s Top 100 Universities, African Economist, 2015
Key Stakeholders
 A number of organizations and entities have interests and stakes in this project to build a
new higher educational institution, as shown in the following figure. Some are potential
employers of future graduates of the New Institute, while others have influences as
regulators to ensure the quality of higher education in S&T.
Figure 19: Key Stakeholders for the Kenya KAIST Project
Kenya Advanced Institute of S&T and Konza Techno City

Why Konza?
 Konza Technology City (KTC) is a key flagship project of Kenya Vision 2030 aimed at
positioning Kenya as a leading ICT nation in Africa by leveraging Kenya’s IT enabled
sector (ITES). It also aims to be a global technology hub, focused on four economic
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sectors that will advance technology spending and technology growth in Kenya:
Education, Life sciences, Telecommunications, and ITO/BPO.
 At least three rationales for Konza as a strategic site for the New Institute can be made.
(i) Symbolic Value: KTC is envisioned as a green, smart, inclusive and vibrant African
Silicon Savannah. This association of KTC with “technology, future, green, smart,
sustainability” leads it to be potentially ideal place for an advanced S&T institution.
(ii) Strategic Utility: Based on a Public-Private Partnership (PPP) approach, KTC is
supposed to promote close collaboration with private companies, especially ICT firms.
The availability of high-tech companies makes KTC as the testbed of synergistic
collaboration of academic and industrial entities.
(iii) Locational Advantage: KTC is located along the A109 Highway which connects
Kenya with the neighboring countries. Located 60 km from Nairobi and 400 km from
Mombasa, KTC is positioned as a major gateway from the coastal regions to Nairobi. The
state-owned Kenya Railways Corporation is currently overhauling the railway between
Nairobi and Mombasa through the Konza station. When this upgrading is completed,
transit time from Konza to Nairobi Central Business district will be about 40 minutes.
 In particular, according to Konza Technopolis Development Authority (KOTDA) in charge
of overall management and supervision of KTC development, the University Band within
KTC is envisioned as a “confluence of superb teaching, research, scholarship, creative
works and service, a special place where innovative groups develop and apply new
technology, and a place where higher education and industry come together” (KOTDA
2015).
Current Status of the Konza Techno City Project

 The Master Plan for Konza envisions Konza as a mixed-use, high density walkable city
accommodating a diversity of programs and districts. The master plan follows a “stich”
framework.
Table 19: Konza Master Plan Description
The master plan follows a “stitch” framework, composed of a mixed use “bar” that runs east-
west off Mombasa Highway and is intersected by a series of program “bands” that run north-
south. These bands include a university, residential, science and tech, and an office band.
The stitch master plan also contains a series of neighborhood parks, located throughout the city
with varied orientations. Most parks are connected to the green boulevard, a 60 meter parkscape
and public transit corridor.
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The development of the Konza master plan will be monitored by the Konza Technopolis
Development Authority. The authority has entered into a 99-year lease with the Central
Government of Kenya and will have the authority to sublease parcels to developers, finance the
build-out of the public infrastructure, and package incentives to attract investors and tenants.
(Source: Master Plan, Konza Techno City Website, www.konzacity.go.ke)
Figure 20: Konza Master Plan Land Use
 According to its Master Plan, Konza is planned to be developed in phases, with an

approximate daytime population of 35,700 people including 16,675 employees and 6,500
students. 5,700 employees and students are expected to commute from outside Konza.
Additional future development of the city is anticipated to reach a population of 230,000
people during the day and 180,000 people at night (KOTDA 2010).
 Currently KOTDA projects the City to be: 5,000~10,000 residents for Phase 1A (running
to 2018), 30,000 residents including 6,500 students and over 20,000 jobs for Phase 1
(running to 2020), ultimately building out to 200,000 residents and contributing 10%
annually to GDP growth by 2030.
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(MDP: Master Delivery Partner)

Figure 21: Konza Techno City Phase 1 Targeting Knowledge Workers
 Some of the milestones achieved towards the implementation of the KTC Project include
(MIC 2014):
Engagement of International Finance Corporation (IFC) as the Transaction Advisor to
oversee the planning of the project
Completion of various feasibility studies
Approval of the Local Physical Development Plan (25 February, 2013)
Creation of the 10 KM buffer zone around the City
Drilling and equipping of seven boreholes
Finalization of the detailed implementation plan and strategy by Master Delivery
Partner 1 (MDP1) (in February, 2013)
Establishment of Konza Technopolis Development Authority (KOTDA) and
appointment of a Board of Directors
Submission of the Draft KOTDA Bill to the Attorney General to expand the mandate
of the Authority
Approval of design drawings for the construction of an iconic Sales Pavilion by the
Directorate of Public Works
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Approval of the Strategic Environmental Assessment (SEA) by National Environment

Management Authority (NEMA) (February 2014)
 KOTDA has signed a US$25 million contract with Tetra Tech Inc.(USA), who will oversee
the development of Phase 1 to world class smart city building standards. Tetra Tech Inc. of
Denver, Colorado (USA) is a leading firm in the industry specialized in master plan‐level
design and financing for sustainable options to city‐ and project‐scale construction
management.
 Phase I, initially planned for 2014~18, is now extended to 2020. Thus, the programming
status of the following figure is adjusted with two extra years (KOTDA 2015).
Figure 22: Konza Techno City Programming Status
 KOTDA has just selected MDP 2, which is a consortium of nine firms from the USA,
Germany, Netherlands, UAE and Kenya. Tetra Tech, Inc., a Denver, Colorado, based
engineering firm is the lead firm.
Potential Risks
 Despite apparent potentials and great publicities of KTC, there remain some concerns about
its prospects. The F/S Team thus recommends that the Kenya Advanced Institute of S&T
Project be tied to the timely progress of the Konza Techno City Project and a full review of
the risks and other problems be conducted before the final decision to launch the New
Institute in Konza. Some of the risks that can be anticipated at present are listed below.
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 As KTC is based on a PPP approach, its success and sustainability hinges on adequate
amount of private investment. This in turn depends on healthy economic conditions,
especially sustained growth, so as to allow global and domestic companies to make more
aggressive investment. Due to the continuing worldwide recession since the late 2000s,
however, overall economic prospects are hard to be projected to be positive.
 KTC’s locational approach may become its curse if the scheduled transportation work is
not completed in a timely fashion. The F/S Team visited it twice, and it took longer than
one hour due to the poor conditions of the road as well as heavy traffic between downtown
Nairobi and the Jomo Kenyatta International Airport.
 Konza City falls within the jurisdictions of three counties – Machakos, Makueni, and Ol
kejuado, necessitating cross-county administrative collaboration. In the course of KTC
development, certain issues including infrastructure construction cross-cutting multiple
counties may cause disagreements among local governments as well as between them and
the central government.
Figure 23: Konza Blueprint
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Figure 24: Konza Construction Site (as of July 2015)
 KOTDA also provides the risk assessment of its own organization as follows (KOTDA
2013b).
Table 20: KOTDA Risk Assessment
Short-term Risk Factors

Passing KOTDA Statute in Parliament:
A special law to facilitate KOTDA’s activities must go through the parliamentary approvael
process.
Hiring high-quality KOTDA staff:
As the development of Konza involves a wide range of skilled work, KOTDA must be able
to recruit highly talented staff to support its activities.
Funding for site pavilion and other preliminary structure:
The current site has no stable building to house KOTDA functions. A new pavilion needs
to be set up on the site.
Contracting a qualified MDP2 team:
The second Master Delivery Partner must be recruited to plan for the second phase .
Securing water allocation from Thwake Dam:
Konza needs to secure water supply from the river with a new dam to be built soon.
Medium-term Risk Factors
Providing off-site infrastructure:
Not only the infrastructure within the site but off-site infrastructure must be built in a timely
manner.
Initiating procurement process for PPPs:
As Konza development relies on the public-private partnership, it is crucial to secure private
interest and investment.
Providing non-PPP on-site infrastructure:
Some infrastructure must be directly supplied by GoK.
Securing anchor tenants using defined evaluation criteria and recruitment strategies:
This is perhaps the biggest challenge. The tenants of Konza city must be qualified for the
goal and vision of this new innovation-driven city.
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Chapter 4. Governance
Legal Framework
Special Law vs. Special Status
 There exist two public entities relevant to the establishment of the legal framework for the
New Institute establishment. One is the Commission for University Education (CUE),
which is the regulator of all matters regarding the foundation and management of higher
educational institutions, whether public or private. It was created by the Universities Act,
No. 42 of 2012, as the successor to the Commission for Higher Education that was
established in 1985. The other is the Engineers Board of Kenya (EBK), as it oversees the
accreditation of engineering education. It is a statutory body established under the Engineers
Act (2011) and a successor to the Engineers Registration Board (1969).
 One of the primary functions of CUE is accreditation of universities. Accreditation means
the “public acceptance and confirmation evidenced by award of a Charter, which a
university meets and continues to meet the standards of academic excellence set by the
Commission” (CUE 2013).
 The best form of the legal framework for the New Institute under Kenya’s current legal
system governing university creation and management is to establish it as “specialized
degree-awarding or research institution” per Universities Act 2012 Clause 24 (1a). Of
particular note is the expression of “strategic national importance” attached to this clause.
As Kenya Vision 2030 clearly states the necessity of Kenya Advanced Institute of Science
and Technology, the New Institute is uniquely positioned to claim for such importance.
 The F/S Consortium initially made strong recommendation that a special law be enacted to
ensure institutional autonomy of the New Institute. This was largely because such a law
would maximize the probability of the New Institute to become a center of excellence within
the shortest span of time, as demonstrated in Korea’s KAIST experience. With this special
law, the New Institute would be founded upon a legal framework fundamentally distinct
from that governing existing Kenyan universities so that it can attempt innovative
approaches unconstrained by existing conventions.
 If a special law were to be enacted, it would will specify that:
The New Institute is eligible to offer the master and Ph.D. programs as other
universities of Kenya.
The New Institute is financially supported by the Kenya government. Stable income
must be provided by the government funding for basic institute operations such as
salaries of faculty and staff, scholarship for students, operational cost, and maintenance
cost for buildings, etc.
Faculty and students are recruited via the school’s own procedure.
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Students will be supported financially to help them not to work for tuition and living
expense. They are provided with dormitory facilities on the campus.
Faculty will be provided higher-than-average salaries, research fund and special
training opportunities to ensure privileged positions and pride as members of the New
Institute.
A foreign university can be a mentoring university of the New Institute.
The period of education at the New Institute is equivalent to the requirement of three-
year industry experience for the professional engineer status. (This means that if a
student entering the New Institute graduates after two years of master’s program, he or
she will only need to accumulate one more year of industrial experience in order to take
the exam for the professional engineer status.)
Source: CUE (2014)

Figure 25: Logical Framework of University Accreditation
 However, towards the end of the F/S work, MOEST as well as CUE expressed the concern
with setting up the New Institute under a separate law for the following reasons.
First, the proposal to create the New Institute under a separate law is very likely to be
viewed as a step backward by government officials and other stakeholders. Before the
creation of the Universities Act 2012 Kenyan universities were set up under their own
separate acts, resulting in inconsistencies and imbalances in quality. The Universities
Act 2012 was the nationwide attempt to put all universities under the same legal
framework for quality control. Therefore, proposing to set up a new university under
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its own law is very much likely to be interpreted as an insensible attempt to reverse the
new law.
Second, even if it is possible to set up a new university with its own law, it would take
much longer time than utilizing the specialized degree awarding institution clause,
which will risk the loss of the momentum for the project.
 Given such conditions, the best legal framework to guarantee institutional autonomy of the
New Institute appears to be the obtainment of the special legal status as the specialized
degree-awarding institute.
 It is also important to note that named as an “institute” rather than a “university,” the New
Institute will enjoy a special status as stipulated in the aforementioned clause for the
specialized degree awarding institution.
 During the F/S Team’s Fourth Field Trip, CUE verified that the Kenya Advanced Institute
of Science & Technology could be established under the aforementioned clause of
Universities Act 2012 as shown in Appendix B1.
Special Benefits for Students (Industrial Experience Equivalence)

 In order to enhance the special status of the New Institution, the F/S Team consulted with
EBK for special incentives that could be provided for students. During the Complementary
Field Trip, EBK agreed that the length of education at the New Institute could be considered
to be counted towards the three-year industrial experience requirement for the professional
engineer status as shown in the Complementary Field Trip Aide Memoire in Appendix A3.
 The magnitude of this special treatment cannot be underestimated, for it is very hard for
graduate engineers to accumulate industrial experience before applying for the examination
required for professional engineer qualification.
In Kenya, engineers are registered in different categories, which include graduate
engineers, professional engineers, and consulting engineers.
For the status of the graduate engineer, one must hold a basic undergraduate degree in
engineering program approved by EBK. Thereafter, one works under the supervision
of a professional engineer to gain industry experience lasting three years at minimum.
In order to become a professional engineer, a graduate engineer has to sit for
professional interview/examination after accumulating industry experience of three
years. This interview/examination is intended to check if the graduate engineer has
achieved a desired level of experience and professional competence.
Since there are not many opportunities readily available for the build-up of industrial
experience, graduate engineers are under great stress for competition for scarce changes
for industrial experience.
University Governance
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Governance Structures of S&T Universities in Korea

Korean S&T-centered universities largely follow the governance structure of American
universities with the President being both the titular head and CEO of the university. The
following governance structures from four Korean S&T-centered universities are all based
on strong presidential leadership and the board of trustee’s supervision in university
governance.
Table 21: Governance Structures of S&T Universities in Korea
KAIST
POSTECH
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GIST
DGIST
91
UNIST
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Table 22: Governance Structures of Other S&T Universities
MIT
Swiss Federal Institute of Technology in Zurich (ETH Zurich)
Technical University of Munich (TUM)
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Hong Kong University of Science & Technology (HKUST)
Suggested Governance Structure for the New Institute

 The following figure depicts the F/S Team’s suggestion for the organizational structure of
the New Institute based on the governance structures of other prominent S&T-centered
universities in Korea and abroad.
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Figure 26: Suggestion for the Governance Structure for the New Institute
Board of Trustees
 Based on the basic law for the New Institute, the board of trustees will exercise full
responsibility for the New Institute and will be the ultimate authority for the New
Institute.
 The membership of the board will resolve important matters of the New Institute
including setting operational schedule, deciding financial policies, appointing and
dismissing major officials, and manipulating regulations and articles. It will also approve
degree programs recommended by the faculty.
 The total number of the BOT members will be up to 10 trustees. The composition of BOT
will be:
o President of the New Institute,
o Representative of MOEST,
o Representative of The National Treasury,
o Representative designated by a foreign funding agency if any,
o Two or three foreign members well acquainted with Kenya,
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o Remaining members recruited from academic or industrial societies in Kenya.
 The chairman of the board of trustees is elected from among the trustees (except the
President of the New Institute) by the board itself and approved by a relevant government
body (either MOEST or CUE). And the board members other than ex officio members are
chosen by the board itself and will be approved by the same government body approving
the board chairman. Although the chairman and the trustees from the government are
approved by the government, the board of trustees must be self-perpetuating and
independent from the government. Trustees are responsible for determining the major
policy of the New Institute and financial plans.
 Foreign trustees, if any, must understand the Kenya educational situation, economic and
industrial circumstance and the trend of technology.
 Three-year appointments of trustees are recommended with possibility of successive
appointments.
Auditor
 The Auditor of the New Institute is elected by the board of trustees with the approval of
MOEST. He or she may attend the board meeting and has the right to speak but not to vote.
The scope of the Auditor’s work covers:
o Auditing the assets of the New Institute,
o Inspecting the business performance of the institute
o Reporting to the board of trustees and MOEST about irregular acts of administration
o Stating the opinion to the board of trustees
 The auditor is elected by the board of trustees with the approval of MOEST. The term of
the auditor is recommended for two years and a successive term may be allowed.
President & Vice Presidents

 As the head of the university administration, the President of the New Institute is the chief
executive officer of the institute and responsible for the administration of all academic and
financial matters. He or she represents the New Institute for external activities and interfaces
with the government. The President is expected to be a person with academic respect,
administrative ability and spiritual devotion to Kenya.
 The President will be appointed by the BOT recommendation and approval of MOEST. He
or she will be an ex officio member of the board. It should be noted that the Presidency is
not simply an honorary position but the most demanding position. It is strongly
recommended to appoint the President among the respected scientists or engineers who has
thorough understanding of academic matters and administrative skill.
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 The scope of the President’s duty includes:

o Selecting faculty and administrative staff,
o Admitting students,
o Preparing the institute schedule and calendar,
o Recording all academic activities of faculty and students,
o Administrating research activities,
o Submitting all budgets and plans to the government,
o Maintaining public relations to industries and academia, and
o Operating the institute according to the budget plan and preparing the long term
development plans
 The President may appoint up to three Vice Presidents to assist academic affairs, research
activities and institutional operation. It is recommended to choose Vice Presidents from
senior faculty. Their responsibilities include:
o Admitting students
o Preparing schedule and the institute calendar
o Attend the board of trustees meeting to report the business matters and opinions in the
absence of the President
o Representing the President in the absence of the President.
 This proposed structure of top leadership of the New Institute is substantially different from
that of the current Kenyan universities shown below. A key difference is that the President
of the New Institute is both titular head and the chief executive of the university. The
purpose of this proposal for strong presidential leadership is to concentrate the power of
academic and administrative decisions on the President so that he or she could lead the
university in more autonomous and efficient ways.
Table 23: University Administrative Roles in Kenya
Title Roles
Chancellor  Shall be the titular head of the University and shall, in the name of
the University, confer degrees and grant diplomas, certificates and
other awards of the University;
 May from time to time, recommend to the Cabinet Secretary in the
case of a public university and the Board of Trustees in the case of
a private university, a visitation of the University;
 May from time to time give advice to the Council which then
Chancellor considers necessary for the betterment of the
University;
 Shall enjoy powers and privileges and perform such other
functions as may be provided in the Charter.
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Vice  Shall be the chief executive of the university;

Chancellor  Shall be the academic and administrative head of the university;
 Shall have the overall responsibility for the direction, organization,
administration and programmes of the university;
 Shall have such responsibilities and duties as may be provided for
in the Charter.
Source: Universities Act 2012
Advisory Council & External Advisory Committee

 The Advisory Council shall be instituted to assist the BOT and the President. Its members
will be chosen from academic and industrial circles both in Kenya and abroad. They will
advise the trustees of academic and financial matters to help the board making decisions on
strategic policies for the New Institute.
 The President should appoint an External Advisory Committee to review the policy and
activities of the New Institute. The members of the committee must be chosen from well-
known universities and major industry sectors, both in Kenya and abroad.
 The committee will advise the major issues in academic procedures and the technical
fields covered by the New Institute research activities. The committee will also help the
President and faculty in future planning.
Faculty Council
 The Faculty Council provides a direct channel for faculty to participate in the top
management. The Council is composed of Vice Presidents and department chairpersons
from administrative staff and several tenured Professors and Associate Professors elected
by the faculty. The Council must meet regularly or by the request of Council itself or the
President. The chairperson will be chosen among the council members elected by the
faculty. The Council may operate subcommittee to handle specific matters.
 The Council’s roles include: review of the long term plan of the institute, setting up or
closing a department or academic organization, modification of the institute decrees or
articles, and important issues suggested by the majority of the council or the President.
Academic Organizations
 (Academic Programs) Each academic program will have a chairperson in charge of handling
all academic and administrational matters within the program. The President appoints
chairpersons among tenured faculty members of each program. The chairperson may
operate several committees for issues such as selection of new students, dissertation review,
curriculum change, and new faculty recruitment.
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 (Academic Affairs) The Office of Academic Affairs handles matters related with courses
offered by the departments, degree programs of Master and and PhD, curriculum
management, academic records of students, and personnel matters of faculty. The Dean of
Academic Affairs, appointed by the President among the tenured professors, heads this
office. When the position of the Vice President for academic affairs is vacant, the dean of
academic affairs will be the acting Vice President for academic affairs.
 (Student Affairs) The Office of Student Affairs handles matters related with: scholarship,
awards and punishment of Students, cultural activities, campus life, and employment for
graduating students. The Dean of Student Affairs, appointed by the President among the
tenured professors, heads this office.
 (Research Affairs) The Office of Research Affairs handles matters related with research
contracts with government and industry, management of research funds, and patents. The
Dean of Research Affairs, appointed by the President among the tenured professors, heads
this office. When the position of the Vice President for research and industries is vacant, the
Dean of Research Affairs becomes the acting Vice President for Research and Industries.
The Dean of Research affairs should set up an incentive system for those faculty members
pursuing research projects, regardless of basic or applied. One of the incentives would be
lowering teaching load for the primary investigator of a large-scale research project.
 (Admissions) The Office of Admissions handles matters related with the recruitment and
selection of new students. The Dean of Admissions, appointed by the President among the
tenured professors, heads this office.
 (General Affairs) The Office of General Affairs handles matters related with salary and
welfare, personnel matters of staff, and campus maintenance. The Head Officer of this
office is appointed by the President among the senior staff.
 (Finance) The Office of Finance handles the budget, accounting, and property management.
The Head Officer of this office is appointed by the President among the senior staff.
 (International Affairs) The International Office handles the matters on the international
exchange of faculty and students, and international events and ceremonies. The Head
Officer of this office is appointed by the President among the tenured professors.
 (Industrial Collaboration) The Office of Industrial Cooperation handles the matters of
academia-Industry joint research, academia-Industry research forum, and the internship
programs for students. The Head Officer of this office is appointed by the President among
the senior staff.
 (Common E/F Office) In order to avoid duplicate expenditure of budget, expensive
laboratory equipment and tools must be shared by all departments and maintained by the
center for common equipment.
 (Research Centers) the New Institute may establish research centers to give administrational
support to research project teams of faculty members. The Vice President for Academic
Affairs is in charge of the organization and overall management of the research centers. The
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research centers may hire post-doc researchers and staffs within the available budget of the
project funds.
 (Library) The library of the New Institute must provide books, periodicals, reports and
newspapers for faculty members, students and staff. It must join consortiums of university
libraries so that all members of the New Institute have access to materials that are not
available in campus.
 (Computing) Another main facility for all campus is the computer center, providing
management of campus intranet/internet service, electronic mailing, education for computer
skills, and high speed computing power.
Academic Policy
 Among the many factors that determine the excellence of educational institutions and the
potential of future development, the level of newly admitted students is as important as
excellent academic/research performance after admission.
 It is a fundamental factor determining the level of education and educational
achievements.
Degree Requirements
 The New Institute is an institute offering academic degrees of Master and Ph.D. in science
and engineering fields. As it will eventually have both the Master and Ph.D. programs, it is
recommended that it postpone the establishment of its Ph.D. program, until the first
graduation of Master program students.
 Requirements for the master degree are: (i) 33 credits or more including 21 credits of
course work plus research credits and, if any, additional requirements of individual
departments, and (ii) successful submission of the Master Thesis.
 Requirement for the PhD degree are: (i) 60 credits or more including 30 credits of course
work plus 30 credits of research credit and, if any, additional requirements of individual
departments, and (ii) successful submission of the Ph.D. Thesis.
Admission Policy
 The quality of admitted students in the first three years is an important factor determining
the perception (brand value) of the newly established school. And considering so much
effort needed to change an established perception, the initial admission policy is important
above all. The importance of admission policy is more emphasized particularly when the
school aims to be the best graduate school in the country and further more support gifted
students around the country as the best engineering university in East Africa like the New
Institute.
 There can be ways to select or combine the methods of admission according to the
circumstances; most important consideration should focus on emphasizing the fairness and
transparency of the admission. It is important to build recognition starting from the
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beginning that admission is very competitive, and graduation is also difficult because of the
intensive education. Particularly for students from other countries in the East Africa, effort
should be made not to have any disadvantages compared to Kenyan students such as
assigning quota for each country. This will be an important point for the New Institute to
become the best educational institute in East Africa, and further more in the whole of Africa.
Admission Process
 (Timeline) The New Institute should also start admission ahead of other universities in
Kenya and East Africa so that top applicants can first consider applying to the New Institute.
 (Method of Screening) While the determination of the screening method for the New
Institute resides in the Office of Admissions, the following methods are generally
recommended:
o Document review: Applicants are selected for written examination and interviews
based on the level of university in undergraduate program and grades from
undergraduate program.
o Written exam and oral interview in major: The written exam and oral interview are
conducted to check the undergraduate level of knowledge (3 to 4 courses in the major
field) by each program. The exam and interview may be conducted simultaneously or
sequentially. In case that they are sequentially conducted, the number of interviewees
be at least twice the size of final selected students. Contents of the written exam
should reflect core major courses that can be applied in common to all other East
African and Kenyan applicants. The overall direction of the exam should be notified
to universities and applicants sufficiently before the test. This will allow the New
Institute to lead the direction of curriculum in Kenya and other East African
universities.
Student Benefits and Status

 The New Institute students will be provided with full scholarship and reasonable living
expenses. The New Institute students will also be provided with the dormitory. Both
residence and meal are recommended to be offered for free.
 The New Institute students have the chances for Research Assistantship (RA) and Teaching
Assistantship (TA) based on the level of academic achievement. The New Institute students
will also have the chance to study in Korea KAIST based on the level of academic
achievement.
 The time of study at the New Institute will be considered as equivalent to the requirement
of three-year industry experience for the professional engineer status.
Faculty
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 (Composition & Duty) The faculty would be composed primarily of Professors, Associate
Professors, and Assistant Professors. It will also include visiting professors, adjunct
professors, lecturers as part-time or full-time faculty. Visiting professorships are suitable
for foreign scholars to serve at the institute for limited periods on a temporary basis. Adjunct
professorships are useful to utilize the qualified scientists or engineers from the industries.
All full-time faculty members are expected to give lectures and carry out research in their
fields of expertise, simultaneously. At least two thirds of the credit courses must be taught
by full-time faculty members to maintain the quality of the lectures and to guide students
with consistency.
 (Promotion & Tenure) To achieve globally compatible faculty level, the New Institute
should adopt reasonable promotion criteria and a higher salary standard than other
universities in Kenya. Full-time professors and associate professors are recommended to
have tenure. The tenure policy should be carefully examined and established to ensure the
excellence of faculty. Among the full-time faculty members, the tenured group that consists
of all professors and some associate professors should not exceed 50%. The tenure
screening procedure should be a true merit system based on academic excellence and
research achievement. Those who fail to be tenured have to leave the New Institute but will
spread to other academic institutions or industry to have opportunities to apply what they
have acquired at the New Institute. Faculty members hired without tenure must go through
the screening procedure for tenure within seven or eight years of their first appointment.
The promotion & tenure policy should be examined to also guarantee the stability of job
security and sufficient faculty turnover to maintain high quality.
 (Utilization of Industry Experts) Open faculty positions to experts in industry, either full-
time or part-time. By providing teaching chances to the industry personnel, the New
Institute can promote interaction with other research organizations and universities. Some
experts may be appointed as full-time, or even as tenure-track, faculty members, as visiting
professors or adjunct professors of appropriate ranks. Visiting professors stay full-time for
period ranging from several months to a couple of years. Adjunct professors are part-time,
commuting from their work to campus according their weekly lecture schedule. It is
desirable for individual academic programs to have faculty members from industry as well
as experts of research institutes.
 (Collaboration with KAIST) At the initial stage some current and retired faculty members
from Korea may work for the New Institute while Kenyan faculty members will take over
progressively. Visiting faculty members invited from foreign countries may be counted as
full-time members regarding this matter. It will thus be advantageous to sign Memorandum
of Understanding (MoU) between the Governments of Kenya and Korea, and also MoU
between the New Institute and Korea KAIST.
 (Excellence) It is recommended that the full-time faculty members to teach no more than 6
credit hours per week in average in order to allocate the rest of their time mainly for the
preparation of lectures and research work. The teaching loads of the part-time members will
vary from 3 to 9 credit hours per week according to their contracts. It is a duty of the dean
of academic affairs to settle with department chairpersons in sharing teaching loads of such
courses.
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 (Recruitment & Retention) Screening procedure for faculty recruitment should include peer
reviews of the academic communities, domestic and international. The faculty position
should not be limited to only Kenyans. Candidates from Asia, Europe, and the US as well
as outstanding doctors from East African countries should be able to apply for the position,
and the policy that strongly encourages this idea should be implemented. It is recommended
that in the initial phase, the candidates of tenured faculty are recruited mostly from Kenyan
scholars abroad.
 (Incentives) The New Institute should provide relatively better treatment to faculty
members so that Kenyan PhDs living in developed countries would favor the position over
other opportunities. It should provide excellent work and living environment, competitive
salary, and research funds to attract great faculty members. This includes faculty housing
for faculty members and their dependents so that they can focus on both education and
research without being concerned of loving conditions. The work environment shall
encourage in-depth discussion and creative thinking, while appropriate research funds shall
be provided at least at the initial stage.
Special Note on the Recruitment of Top-rate Faculty and Students

 Recruitment of best talents is key to the successful operation of the New Institute. Since the
higher education sector is becoming increasingly competitive in its race for best talents both
in Kenya and abroad, it is important to build a well-designed incentive mechanism to attract
top talents as faculty and students of the New Institute.
 Faculty Recruitment
Competitive salaries are one of the most basic incentives to attract highly qualified
people into the faculty. The New Institute should be able to offer highly competitive
salaries for its faculty of all ranks. Over the span of the five years, the average faculty
salaries of Kenyan public universities have doubled as shown in Chapter 8, now
reaching about USD 32,000. The proposed average salary for the New Institute, USD
47,500, can then be considered as the lower minimum.
Another element of the incentive scheme for faculty is the start-up package. This is of
great use particularly for faculty members of S&T disciplines, as in these disciplines
professors have to set up their own science and engineering labs for both research and
education. Of the very functions of the endowment fund is to support the new faculty
with start-up packages.
In addition to direct pecuniary incentives such as the competitive salaries and start-up
packages, non-pecuniary incentives such as opportunities for collaborating and
networking with advanced research and educational institutes can also be considered.
 Student Recruitment
As with faculty, various incentives need to be in place to attract top-notch students to
the New Institute in Kenya and abroad. The first and foremost incentive is financial
support, which can take various forms such as tuition waiver, stipends, or scholarships.
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As for non-pecuniary incentives, one of the potential incentives that was intensively
discussed with the Engineers’ Board of Kenya (EBK) is to consider the years of
education at the New Institute as equivalent to the industry experience for graduate
engineers.
EBK is a statutory agency established by the Engineers Act 2011 with the
overall mandate of developing and regulating engineering education and
practice in Kenya. It publishes the registrars for three ranks of engineers –
graduate engineers, professional engineers, and consulting engineers. Graduate
engineers coming out of undergraduate programs cannot practice, while the
other two categories are practicing engineers.
Three-year industrial experience is required before taking a licensing exam to
become a professional engineer. It is estimated that Kenya has generated about
15,000 engineers since independence. Currently there are about 7,600 graduate
engineers, 2,000 professional engineers, and 360 consulting engineers.
If the length of education at the New Institute is considered as part of the
industry experience requirement, it will offer a strong incentive for Kenyan
college students majoring in engineering to choose the New Institute for a
graduate study, as it would save both time and money for them to launch
practice.
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Chapter 5. Academic Programs
Analytical Approaches
 As it is an inherently long-term task to build a new higher education institution, the
institution building process must be phased into multiple stages. One of the most
important tasks in the early phase of a new educational institution is to identify initial
academic programs to start with.
 The F/S Team relied on multiple approaches to identify strategic fields of study for initial
academic programs to be set up at the New Institute. The following table summarizes
these approaches in terms of the key features and the results.
Table 24: Summary of Analytical Approaches and Program Selection Results
Approach Key Features Results

Qualitative  Groups STEEP criteria  Core (8 fields)
Approach to two types – Foundation Building
academic and Information Science & Computer
industrial. Engineering,
 Analyzes key public Electrical Engineering,
documents envisioning Mechanical Engineering,
the future of Kenya – Civil Engineering
Vision 2030 & KAM’s Responding to Social Needs
Sectoral Overview. Environmental Engineering,
Bio-medical Engineering
Responding to Industrial Needs
Chemical Engineering
Materials Engineering
 Optional (3 fields)
Industrial Engineering
Management Science & Engineering
Policy Studies
Quantitative  Applies STEEP criteria  Core (3 fields)
Approach to multiple indicators Information Science & Computer
 Utilizes the weights Engineering
derived from the AHP Electrical Engineering
analysis. Mechanical Engineering
 Optional (5 fields)
Biomedical Engineering,
Chemical & Environmental
Engineering,
Agricultural (or Biological Systems)
Engineering,
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Materials Science & Engineering,

Science Policy & Technology
Management
GAP  Analyzes gaps between  Mechanical & Production
Approach the demand and supply Engineering
of engineers  Civil & Structural Engineering
 Electrical & Electronics Engineering
 Agricultural & Biosystem
Engineering
 Chemical & Process Engineering
Trade-offs in Program Selection

 The choice of initial programs for research and education depends on the specific criteria
and considerations for selection among potential areas of study. These criteria and
considerations often dictate different choices, however, due to the trade-offs between
current vs. future demands as well as those between economic and non-economic values.
 (Current vs. Future Needs/Demands) One of the trade-offs in initial program choice is
concerned with the question, how to balance the current and future needs and demands. This
is because the areas of study useful to meet current demands are not necessarily those ones
effective to prepare for future needs. Since Kenya has a predominantly agricultural
economy, fields of study relevant to the current economic demands would be mostly those
related to agricultural research. On the other hand, the long-term goal of transforming
Kenya into a middle-income country necessitates the consideration of fields of study that
may not be directly relevant to the current industrial make-up.
 (Economic vs. Non-Economic Values) Another trade-off in initial program choice lies in
the balance between economic and non-economic considerations. While Kenya Vision 2030
is typically associated with the goal of becoming a middle-income country by 2030, it
should be reminded that two of the three pillars of Kenya Vision 2030 covers the non-
economic areas – social and political. In light of the well-known trade-offs between growth
and environment or between growth and redistribution, targeting only those program areas
seeking to contribute to economic growth may risk social equity and political cohesion and
thus undermine the basis of popular support for S&T in society.
STEEP Framework and Selection Criteria

 The F/S Team relied on the STEEP framework, short for the “Social, Technological,
Economic, Environmental, and Political” framework, to derive selection criteria for initial
program choice. STEEP is one of the most widely used methods of forecasting future
environments in policy and business decision-making (Rescher 1997). Since identifying
strategic areas or fields of study is essentially the task of future forecasting, the STEEP
framework is utilized to classify criteria for program selection.
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 General considerations for each of the five dimensions of the STEEP framework are listed
in the following table, with the modifications to reflect the nature of factors relevant to
academic field or department selection.
Table 25: STEEP Framework for Program Selection
STEEP Criteria Description

Social Relevance Factors related to meeting various social needs and demands (e.g.,
demographics, public health, inequality, lifestyles)
Technological Upgrading Factors related to the enhancement of the quantity and quality of
academic research and technological development (e.g., publications,
patenting activities)
Economic Utility Factors related to long-term industrial growth and economic
development (e.g., industrial profile, sectoral growth rates, job market
conditions)
Environmental Constraint Factors related to material and nonmaterial constraints from the
external environment surrounding the New Institute (e.g., regulations,
cultural traits, competitions from other universities)
Political Constraint Factors related to political and legal environments (e.g., endorsement
of top political leadership, national agenda, institutional constraints)
Qualitative Approach
Major Criteria
 The qualitative approach to selecting fields of study groups STEEP criteria into two:
academic (combining technological and educational criteria) and industrial (combining
sociopolitical and economic criteria).
Academic: Technological + Educational
Industrial: Social + Economic + Political
 This grouping is intentional: it is an attempt to see how the social-political-economic factors
(which are tied to the nation’s industrial development) affect and are affected by the
academic progress. As mentioned in Chapter 3, the main rationale for creating a new S&T-
oriented university in Kenya is predicated upon the assumption (and hope) that the elite
school of academic excellence will stimulate and lead the industrial development of the
nation. Thus, the qualitative analysis in this chapter will focus on these two criteria.
 The overall assessment of the current status of national and industrial needs in Kenya has
been provided in Chapter 2. A number of diverse sources—national and international
reports, statistical data, and institutional information from website—have been exploited to
give a picture of where Kenya stands for its future development.
 This qualitative analysis relies on two public documents of the following:
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Vision 2030: This document provides a holistic and detailed plan for national
development. In other words, it best reflects the strengths and limitations of Kenya as
identified by its government, and the direction in which the government envisions the
future of Kenya to follow. It is also the most fitting document to support the role and
areas of contribution that S&T can make to Kenyan society.
Kenya Association of Manufacturers (KAM): Information provided by the Kenya
Association of Manufacturers will be utilized as a benchmark for understanding the
needs of the local manufacturers. By applying a similar methodology used to extracting
relevant fields of study from Vision 2030, this second part of the qualitative analysis
will provide insight on the actual needs of the industry and fields that will directly
contribute to the economy.
Analysis of National Needs

 (Process) Vision 2030 is an all-encompassing project, with its main objective set on
realizing Kenya into a stable, middle-income, industrialized country by the year 2030. It is
supplemented by Medium Term Plans (MTPs), which are shorter-term plans that cover and
guide development projects over the course of 5 years each.
Upon analyzing Vision 2030 documents, the F/S Team identified 11 major sectors that
the Government of Kenya stresses and invests in largely as part of the national
development policy. By aggregating the short-term and longer-term aims and flagships
projects listed under each sector, the team has identified key relevant science and
engineering fields of study.
The sectors are not necessarily categories that demand investment in S&T. However,
every single sector relies heavily on scientific and technological input. Current S&T
capacity in Kenya is not able to address and satisfy the sectoral aims and the needs of
the flagship projects, which is why Kenya has often relied on foreign investments and
aid, for example, often in the infrastructure sector and more recently, the building of
the Thika highway.
By extracting the fields of study that can contribute to Vision 2030 directly from the
sectors and flagship projects outlined in the documents, a list of departments are
recommended at the end of the subsection. Because these departments were seen as
those relevant to the Vision 2030, they can be regarded as a direct response to the needs
at the national level.
 (Results)
 Infrastructure Sector
Aims: A country firmly interconnected through a network of roads, railways, ports,
and airports
Needs: Expansion of railways and roads programs; Development of the Lamu-
Southern Sudan-Ethiopia Corridor
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Relevant Departments: Architectural Engineering, Civil Engineering, Electrical

Engineering, Environmental Engineering, Industrial Engineering, Material
Engineering, Mechanical Engineering.
 Energy
Aims: Generate more energy at lower cost and increase efficiency in energy
consumption; Implement strong regulatory framework, encourage private generators
of power, and separate generation from distribution; Generate new sources of energy
through exploitation of geothermal power, coal, renewable energy resources
Needs: Increase electricity availability by 5,500MW by 2017, Increase capacity of
diesel plants, hydropower, geothermal resources, wind power, coal, co-generation and
liquefied/compressed natural gas
Relevant Departments: Architectural Engineering, Civil Engineering, Electrical
Engineering, Industrial Engineering, Material Engineering, Mechanical Engineering,
Architecture, Environmental Engineering
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1. Academic: Technological + Educational Domain of Choice: Fields of Study (FOS)

Criteria
2. Industrial: Social + Economic + Political from Frascati Manual
Government Perspective: Industry Perspective:

Sources
Vision 2030 KAM Sectoral Overview
11 sectors 12 sectors
Infrastructure Construction and Mining
Energy Chemicals
ICT Energy, Electrical and Electronics
Industrialization Food, Beverages and Tobacco
Agriculture Leather Products and Footwear
Sectors Water/Sanitation Metals
Identified Health Motor Vehicles and Components
Tourism Paper and Paperboards
Environment Pharmaceuticals and Medical
Urbanization Equipment
Security Plastics and Rubber
Textiles and Apparel
Timber. Wood and Furniture
6 + 2 fields (alphabetical order) 5 + 2 fields (alphabetical order_

Civil Engineering Chemical Engineering
Environmental Engineering Environmental Engineering
Biomedical Engineering Electrical Engineering
Electrical Engineering Material Engineering
Fields Mechanical Engineering Mechanical Engineering
Identified Information Science +
+ Industrial Engineering
Industrial Engineering Management Science and
Management Science and Engineering Engineering
8 + 3 fields Nature of Contribution

Information Science and
Computer Engineering
Electrical Engineering Foundation Building
Mechanical Engineering
Civil Engineering
Environmental Engineering
Results Responding to Social Needs
Bio-medical Engineering
Responding to Industrial Needs
Material Engineering
Industrial Engineering
Management Science and
Optimization and Planning
Engineering
Policy Studies
Figure 27: Flow of Qualitative Analysis for Program Selection
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 Information and Communication Technology

Aims: ICT for expanding human skills and introducing a system of producing,
distributing and utilizing information and knowledge; Improve quality and reliability
of government communication system by informatization of IDs and passports, public
examination results and candidate selection; Introduce online submission of tax returns,
Establish electronic reporting of corruption
Needs: Expansion of fiber optic networks to cover hospitals, schools and police
stations; Set up national ICT Centers of Excellence; Promote local ICT software
development; Apply ICT for agriculture and governance
Relevant Departments: Computer Engineering, Electrical Engineering, Information
Sciences, Management Science and Engineering, Civil Engineering
 Industrialization and Manufacturing
Aims: Invest in training, research and development for basic manufactured goods for
the larger eastern and central Africa; Restructuring local industries that use local raw
materials but lack a competitive edge (e.g. sugar and paper); Add value to imported
good that could be re-exported through last step of value addition (e.g. metals and
plastics)
Needs: Creation of SME parks, industrial parks; Development of industrial and
manufacturing clusters; Development of iron and steel mills; Establish the Kenya
Industrial Research and Development Institute (KIRDI)
Relevant Departments: Architectural Engineering, Civil Engineering, Environmental
Engineering, Industrial Engineering, Information Science and Computer Engineering,
Management Science and Engineering, Materials Engineering, Mechanical
Engineering, Architecture
 Agriculture
Aims: Adopt climate-smart agriculture such as harnessing farm waste as source of
organic fertilizer and use bio-fertilizers that do not contribute to harmful emissions;
Use better weather forecasting technology and early warning systems; Grow resilient
food crops
Needs: Fertilizer cost reduction program; Establish Disease Free Zones
Relevant Departments: Agricultural Engineering, Biological Engineering, Chemical
Engineering, Biology, Chemistry, Environmental Engineering, Earth Sciences, Life
Sciences, Plant Sciences
 Water and Sanitation

Aims: Conserve water resources and start new ways of harvesting and using rain and
groundwater for both potable water and irrigation; Rehabilitate the hydro-
meteorological data-gathering network; Construct multi-purpose dams and canals
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Needs: Rehabilitation and protection of water towers; Water resources and

management program; Trans-boundary waters program; Urban and rural water supply
program; Irrigation and drainage infrastructure; Land reclamation
Relevant Departments: Architectural Engineering, Civil Engineering, Biological
Engineering, Environmental Engineering, Mechanical Engineering, Architecture,
Biology, Chemistry, Earth Sciences, Geological Sciences
 Health
Aims: Lower the incidence of HIV/AIDS, malaria and tuberculosis and lower infant
mortality; Provision of robust health networks and improve the quality of health service
delivery
Needs: National Flagship Projects: Establish e-Health hubs; Research in locally
derived natural health products; Modernize Kenyatta National Hospital; Modernize
Moi Teaching and Referral Hospital; Country-side scale up of community health high
impact interventions
Relevant Departments: Biological Engineering, Biomedical Engineering, Computer
Engineering, Industrial Engineering, Pharmacology
 Environment
Aims: Increase forest cover and lessen environment-related diseases; Lessen pollution
and improve waste management systems; Enhance disaster preparedness; Secure
wildlife corridors and migratory routes
Needs: Strengthen environmental governance; Waste management and pollution
control; Rehabilitation of urban rivers; Forest and wildlife conservation and
management
Relevant Departments: Environmental Engineering, Civil Engineering, Biological
Engineering, Biology, Earth Sciences, Geological Sciences, Plant Sciences
 Tourism
Aims: Increase tourism arrivals and earnings, and promote domestic tourism
Needs: Development of Lamu, Isiolo and Lake Turkana Resort cities; Development of
coastal beach ecosystem management; Premium and under-used parks initiatives; Eden
Cradle of Mankind Project
Engineering, Management Science and Engineering, Architecture
 Land Reform, Urbanization and Housing

Aims: Facilitate process of land administration, computerization of land registries, and
establishment of spatial data infrastructure to track land-use patterns
Needs: Implementation of strategic development and investment plans in six
metropolitan regions; Research in appropriate building technology
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Engineering, Management Science and Engineering, Architecture, Zoological Science
 Security
Aims: Improve the practice of community policing; Adopting ICT in crime detection
and prevention
Needs: Forensic laboratory; Installation of CCTV cameras in major cities; Establish
national security data center
Relevant Departments: Architectural Engineering, Biological Engineering, Civil
Engineering, Computer Engineering, Electrical Engineering, Information Sciences
 (Suggestions) The departments that have high relevance to the objectives and flagship
projects of each sector of Vision 2030 were identified as above, and based on the frequency
at which each department was seen to be relevant, the following list of departments were
drawn. In other words, the following 6 departments are those that have the highest resonance
to Kenya’s national development policy:
Civil Engineering (includes architecture and architectural engineering)/ Environmental
Engineering/ Biomedical Engineering (includes biological sciences, biotechnology,
and pharmacology)/ Electrical Engineering/ Mechanical Engineering (includes Power
Energy)/ Information Sciences and Computer Engineering
In addition to these 6 departments, there are 2 departments that would benefit the
national STI system in the long run, but were not part of the 33 departments or the
Frascati Manual. These departments deal with a wide range of systems and sectors, and
highly value optimization of operation. In this vein, these departments will become
important assets to industry and manufacturing. In other words, the following 2
departments are of less urgency to the attainment of national development goals, but
will be required in attaining greater efficiency and productivity in the future: Industrial
Engineering/ Management Science and Engineering
Analysis of Industrial Needs

 (Process) In order to assess the needs in the industrial sector and the role that S&T could
play in promoting specifically the economy, it is important to consider the views of the
industrial and manufacturing stakeholders as well. To do this, the F/S Team examined the
12 sectors provided by KAM. The same method for analyzing the aims and flagship projects
of Vision 2030 was employed for analyzing the KAM data, and for suggesting the list of
departments.
 (Results)
 Building, Construction, and Mining Sector
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Current State: Building and construction industry is well equipped and flourishing in
Kenya, and the industry is on an upward trend; The Kenya Urban Transport
Infrastructure Program has also contributed to this trend with its plans for re-
habilitation and reconstruction of roads and bridges; The industry’s contribution to
GDP was 4.4% in 2009, with a growth rate of 14.1%, and employed a total of 94,000
people
Needs: Mining industry comprises mainly of production of non-metals and gemstones,
but makes negligible contribution to the economy
Relevant Departments: Architectural Engineering, Civil Engineering, Earth Sciences,
Electrical Engineering, Environmental Engineering, Geological Sciences, Materials
Engineering, Mechanical Engineering, Architecture
 Chemicals
Current State: Chemicals account for approximately 6% of GDP and exports have
been increasing in recent years; Chemicals industry includes products such as
pesticides, fertilizers, paints, plastics, refrigeration, home use, and so on; The chemical
and allied sectors employ approximately 12,000 people (5% of manufacturing). Its
imports are valued at over Ksh 100 million and exports at Ksh 6 billion
Needs: The industry requires understanding of chemical profiles of where they are used
and how chemical waste must be managed and disposed of in an environmentally
responsible manner; Competition from cheaper imported products
Relevant Departments: Chemical Engineering, Chemistry, Environmental
Engineering
 Energy, Electrical and Electronics

Current State: A number of firms in the assembly, testing, repair and maintenance of
electronic goods are in operation and are rapidly increasing their scope of activities to
meet the growing demands of the industry; The industry employs around 100,000
people, including spillover from telecommunications; The products in this sector
include energy generators and a variety of electrical machinery and equipment, such as
mechanical appliances, sound recorders and reproducers, television, image recorder
Needs: Energy security is low meaning that the facilities and firms that produces
energy are mostly internationally owned; Private sector has not made major
investments; Energy distribution network remains weak; Emerging external issues that
affect members in this sector are the influx of counterfeit and substandard products;
The sector faces the challenge of getting highly skilled IT and engineering technical
people
Relevant Departments: Electrical Engineering, Mechanical Engineering, Civil
Engineering
 Food, Beverages and Tobacco
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Current State: These three industries are the largest component of manufacturing
industry, comprising of over 1,200 businesses, ranging from small family businesses
to multinational companies; It amounts to over 30% of total manufacturing production,
and provided over 350,000 jobs in 2013. 60% of food processers are SMEs
Needs: Inadequate supplies of raw materials pose threat to production; Raw material
handling costs are high which results in high production costs; Government is
considered to be slow in developing and implementing policies; Industry suffers from
traditional technology and skills that are now obsolete
Relevant Departments: Agriculture, Agricultural Engineering, Chemical
Engineering, Environmental Engineering, Plant Sciences
 Leather Products and Footwear

Current State: The country has in recent years produced over two million hides (cattle,
camel) and around four million skins (goats, sheep), and the government estimates that
value addition could more than double the current earnings to Ksh 9 billion; In 2010,
production of leather and footwear showed growth of 36.5%, driven by the production
of leather shoes, which shot up by 46.5 per cent in 2009. Kenya’s hides, skins and
leather industry contribute around 4% of the agricultural GDP and 1.5% of the
country’s overall GDP
Needs: Scarcity of rawhides and skins which does not allow many tanneries to operate
at their full capacity; Influx of counterfeit and second hand products pose unfair
competition
Relevant Departments: Chemical Engineering
 Metals
Current State: Kenya has a basic metal sector, producing a variety of downstream
products from local and imported steel scrap, steel billets and hot rolled coils. The
industry is heavily dependent on imported raw materials; A diversified network of
downstream industries have emerged, which include motor vehicle and auto-ancillary,
a range of fasteners, reinforcement bars for construction, furniture, agricultural tools,
kitchenware, drums and containers, wheelbarrows, structural and fabrication, electrical
panels, and supply of raw material to the informal sector; The country has a total of
258 registered steel and metal manufacturers who export an average 122,000 metric
tonnes of metal and steel products valued at over KSh 4 billion annually; It employs
over 20,000 people.
Needs: Most of the inputs are imported, leading to increased costs; Shortage of scrap
metal is a problem; Stiff competition from imports which tend to be cheaper poses a
threat to the industry; High infrastructural costs such as electricity or inadequate road
systems pose big problem.
Relevant Departments: Earth Sciences, Environmental Engineering, Geological
Sciences, Materials Engineering, Mechanical Engineering
 Motor Vehicles and Components
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Current State: Products such as tires, tubes, batteries, springs, radiators, brakes pads,
cables, rubber components and filters are produced locally while a number of firms
fabricate bodies for commercial vehicles; According to data from the three motor
vehicle assemblers, the number of locally assembled vehicles stood at 6,681 in 2007.
The economic contributions of the entire motor vehicle assembly and components
sector to the economy’s GDP have for a long time remained at an average of 0.2%;
Formal employment in the motor vehicle assembly sector stood at 2,813 in 2008.
Needs: Second hand vehicles pose stiff competition; Non-recognition of certificate of
origin under East African Rules of Origin; Small and informal sector businesses grossly
lack essential equipment and knowledge for manufacture of various motor vehicle
components
Relevant Departments: Electrical Engineering, Mechanical Engineering
 Paper and Paperboard

Current State: Paper and paperboard in Kenya is expected to grow by approximately
4.4% annually up to the year 2020; It is important to note that Kenya’s paper and
paperboard industry is one of the biggest in Africa and the most important among the
Common Market for East and Southern Africa States (COMESA); The sector employs
over 15,000 people in the paper and paper products and printing and publishing
industries with a turnover of KSh 15 billion.
Needs: Paper mills often pose threat to environments; Electricity cost is too high which
results in higher production costs; Due to worldwide economic downturn, EAC
regional market is shrinking.
Relevant Departments: Environmental Engineering, Material Engineering, Plant
Sciences
 Pharmaceuticals and Medical Equipment

Current State: Kenya is currently the largest producer of pharmaceutical products in
the Common Market for Eastern and Southern Africa (COMESA) region, supplying
about 50% of the region’s market; The country’s pharmaceutical and consumer health
market is estimated to be worth an estimated $160 million each year; The country is
highly reliant on medical devices produced abroad, resulting in a negative trade balance
of Ksh 3.75 billion. The sector employs approximately 4000 people.
Needs: Local pharmaceutical producers cannot, at present, participate in donor funded
procurement because of the technical standards laid down by donors; Influx of
counterfeit goods poses threat to domestic industries; Imported inputs are zero rated
while duty is payable on local inputs
Relevant Departments: Biomedical Engineering, Biological Engineering,
Biology/Life Sciences, Chemical Engineering, Electrical Engineering, Materials
Engineering, Mechanical Engineering, Pharmacology
 Plastics and Rubber
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Current State: The plastics industry in Kenya is well developed and produces goods
made of polyvinyl chloride (PVC), polythylene, polystyrene, and polypropylene; The
plastics and rubber sector registered a production turnover of Ksh 18.8 billion in 2004,
which was 5.6% of the production turnover of the manufacturing sector in Kenya;
Estimates show that the industry was worth Ksh 5.8 billion as at July 2007. The remits
to the government an average of Ksh 1.5 billion annually through direct and indirect
taxes, and rates; The sector employs over 9,000 people directly with an average wage
bill of approximately ksh 3 billion annually, and 40,000 people in directly
Needs: The industry is highly dependence on imported raw materials; Electricity cost
is high which results in higher cost of production; Because of the industry’s inherent
nature, environmental issues are always problematic in the development process
Relevant Departments: Chemical Engineering, Environmental Engineering, Material
Engineering
 Textiles and Apparel

Current State: The textile industry has made a sizeable contribution to income
generation in rural areas by providing a market for cotton; The cotton sub-sector also
has significant linkages manufacturers of soaps and detergents, animal feeds,
chemicals, fats and oils; Production of cardigans and toweling materials production
increased by 7.4 and 7.0 per cent respectively in 2009
Needs: High cost of electricity which is 35% of cost of fabric production; The influx
of cheap imports from Asia, which pose unfair competition to local producers; Sourcing
of raw material also poses a major problem to local producers because it results in
delays in the delivery of products to the markets
Relevant Departments: Chemical Engineering, Material Engineering
 Timber, Wood, and Furniture

Current State: The main products produced in this sector include poles, chip boards
and block boards, fiber boards, plywood, doors, hard boards, creosote transmission
poles, flooring tiles, particle boards, furniture (both office and domestic) and roof
trusses; The sector contributes about 5% of the country’s GDP and it is estimated that
over 14,000 are employed in this sector, with an additional of over 30,000 employed
indirectly. It is estimated that the whole sector contributes about Ksh 11 billion of
revenue to the government annually; Kenya exports various wood products to different
counties, mostly in Africa. The domestic market consumes about 60% of the sector’s
production while the export market takes up the remaining 40%.
Needs: Environmental degradation due to cutting down of trees and wastes from
production is a problem; There is no land available for private industries to plant and
harvest trees.
Relevant Departments: Environmental Engineering, Material Engineering, Plant
Sciences
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 (Suggestions) The departments that have high relevance to the descriptions of and
challenges outlined by KAM were identified as above, and based on the frequency at which
each department was seen to be relevant, the following list of departments were drawn. In
other words, the following 5 departments are those that have the highest resonance to the
sectors and challenges of the 12 major manufacturing sectors of Kenya:
Environmental Engineering (in addition to earth sciences and geological sciences)/
Chemical Engineering/ Mechanical Engineering/ Electrical Engineering/ Materials
Engineering
In addition to these 5 departments, the same 2 departments that were suggested in
addition also apply to the manufacturing sectors, if not more. These three departments
are highly industry- and manufacturing-oriented in nature, and education, research and
application of research results in these three departments will have significant effect on
industry and manufacturing: Industrial Engineering, Management Science and
Engineering
Combining the Two Results

 Upon extracting relevant fields from Vision 2030 aims and flagship projects, and
descriptions and limitations in the sectors provided by the Kenya Association of
Manufacturers, a total of 8 fields of study were identified as having high relevance to the
current state of development and needs of Kenyan society and industry, presented below in
alphabetical order:
Biomedical Engineering (in addition to biological sciences and biotechnology, and
pharmacology)/ Chemical Engineering/ Civil Engineering (in addition to architecture
and architectural engineering)/ Electrical Engineering/ Environmental Engineering (in
addition to Earth Sciences and Geological Sciences)/ Information science and
Computer engineering/ Materials Engineering/ Mechanical Engineering
 Two more fields regarded by the team as relevant to the issues raised by the Vision 2030
and KAM, but do not fall under the fields of study (FOS) as categorized by the Frascati
Manual of the OECD are:
Industrial Engineering/ Management Science and Engineering
 A fourth field of study that has strong implications for effective management and planning
of S&T at a national level is recommended by the F/S team in addition:
Policy studies: Policy studies is an interdisciplinary field that is not specific to a given
sector, but one that will be integral to effective coordination and evaluation of national
policies and various projects. Further justification and elaboration on possible
curriculum under a department of policy studies will be provided in the next chapter.
 A total of 8 fields of study with 3 optional considerations have been identified as having the
most relevance based on these three criteria. The analysis itself did not weigh any of the
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sectors or fields in order to avoid bias. However, informed judgment has been exercised to
divide the total 11 fields into different categories, referred here to as “nature of
contribution.”
Foundation-building FOS: Information Science and Computer Engineering/ Electrical
Engineering/ Mechanical Engineering/ Civil Engineering
FOS Responsive to Social Needs (less immediate economic returns): Environmental
Engineering/ Bio-medical Engineering
FOS Responsive to Industrial Needs (more immediate economic returns): Chemical
Engineering/ Material Engineering
Optional FOS (optimization, planning, and policies): Industrial Engineering/
Management Science and Engineering/ Science and Technology Policy
Quantitative Approach
5.3.3. Selection Criteria and Sub-Criteria
 The quantitative approach to academic program selection is essentially the work of
conversion of the STEEP criteria to proper indicators capturing each dimension. For
quantitative analysis, the STEEP criteria are further developed into sub-criteria as follows.
Program
Selection
Social Technological Economic Environmental Political

Relevance Upgrading Utility Constraints Support
EC1:
S1: Quality of T1: Academic EV1: Cultural P1: National
Industrial
Life Excellence Affinity Agenda
Contribution
T2: EC2: Job

S2: Public EV2: Field P2: Flagship
Technological Market
Health Redundancy Program
Excellence Demands
Figure 28: Program Selection Criteria and Sub-Criteria
 ”Social Relevance” is a question of whether the proposed program addresses social needs
and demands arising from various social conditions such as demography, health, poverty,
or lifestyle issues. This criterion is further divided into S1 (Quality of Life) and S2 (Public
Health) capturing the likelihood of the program to enhance the quality of life and improve
public health.
119
 “Technological Upgrading” refers to the likelihood of a given program to contribute to

scientific and technical performance as reflected in two sub-criteria, T1 (Academic
Excellence) and T2 (Technological Excellence). Standard indicators for those sub-criteria
are the number of scientific publications and the number of patents.
 “Economic Utility” relates to economic concerns such as the likelihood of contribution to
long-term growth, industrial needs as well as workforce conditions. EC1 (Industrial
Contribution) captures how much a proposed field is going to contribute to modern
industrial growth. EC2 (Job Market Demands), takes into account the demands for
graduates with the skills provided by the proposed field.
 “Environmental Constraint” is concerned with the overall social, cultural, institutional
environments surrounding an academic institution. EV1 (Cultural Affinity) is the question
of whether a proposed department is generally aligned with the culture of Kenya and East
Africa. EV2 (Field Redundancy) checks whether a proposed department is already offered
in other universities so as to avoid the unnecessary duplication of programs and to locate
academic niches that are hard to be replicated by other competing institutions.
 “Political Support” relates to the question of political sustainability of the New Institute in
light of leadership agenda and long-term national plans. P1 (National Agenda) captures
the former as reflected in top-level government documents such as Vision 2030 and the
2010 New Constitution. P2 (Flagship Program) captures the long-term programs and
projects that the nation is embarking on as mentioned in various planning documents.
5.3.4. Analytical Hierarchical Process (AHP) Analysis

 Since the aforementioned criteria and sub-criteria differ by implications and impacts, the
F/S Team conducted the Analytical Hierarchical Process (AHP) analysis to assess the
absolute and relative importance of the selection criteria and sub-criteria. To this end, a
survey of expert and stakeholder selection criteria was performed in two waves. The first
wave targeted experts from the Kenyan diaspora whose list is available in Appendix B1.
The second wave was for experts and stakeholders residing in Kenya that took place
during the Sub-field Selection Workshop of the Complementary Trip.
 As shown in the following figures, there exists notable differences between domestic and
foreign respondents. Domestic respondents tended to consider political support and
environmental constraints more important, compared to those staying abroad. In contrast,
the latter were more supportive of economic utility and technological upgrading in relative
comparisons of selection criteria.
120
4.93 4.80
5.00 4.60
4.40 4.40
4.50 3.90
4.00 3.60 3.53 3.60 3.73
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Social Technological Economic Environmental Political
Domestic Abroad
Figure 29: Results for Absolute Importance of Program Selection Criteria
Technological over Environmental

Political over Social
Social over Environmental
Technological over Economic
Social over Economic
Technological over Social
Environmental over Economic
Social over Political
Political over Technological
Technological over Political
Economic over Social
Environmental over Technological
Social over Technological
Environmental over Social
Political over Environmental
Economic over Technological
Political over Economic
Environmental over Political
Economic over Political
Economic over Environmental
0 0.5 1 1.5 2 2.5 3 3.5
Domestic Abroad
Figure 30: Results for Relative Importance of Program Selection Criteria
Table 26: Differences in Views of Kenyan Experts & Stakeholders In and Outside of Kenya
Experts/Stakeholders Domestic Abroad (Domestic-

Abroad)/Abroad
Environmental over Technological 1.00 0.36 1.80
Political over Technological 1.58 0.57 1.77
Political over Economic 1.75 0.67 1.62
…
121
Economic over Social 2.82 3.20 -0.12

Technological over Political 2.83 3.29 -0.14
Economic over Political 2.50 3.00 -0.17
Domain of Choice
 In order to apply a quantitative method for the choice of strategic areas of research and
education, it is necessary to draw a domain of choice. For this, the F/S Team relied on the
well-known international standard classification known as the Fields of Science &
Technology (FOS) classification of OECD’s Frascati Manual. It should be noted that
departments and fields of study are not exactly mapped to each other on a one-to-one basis.
Table 27: Domain of Choice for Strategic Fields of Study (OECD Frascati Manual FOS)
Departments Primary FOS Secondary FOS

Engineering (17 Departments)
Aeronautical &
Mechanical Engineering Electrical Engineering
Aerospace Engineering
Architectural Engineering Civil Engineering Mechanical Engineering
Biological Engineering Biological Sciences Industrial Biotechnology
Biomedical Engineering Medical Engineering Medical Biotechnology
Chemical Engineering Chemical Engineering Chemical Sciences
Civil Engineering Civil Engineering Mechanical Engineering
Computer & Information
Computer Engineering Electrical Engineering
Sciences
Design Engineering Civil Engineering Mechanical Engineering
Electrical Engineering Electrical Engineering Computer & Information Sciences
Environmental
Environmental Engineering Environmental Biotechnology
Engineering
Industrial Engineering Industrial Biotechnology Economics & Business
Computer & Information
Information Sciences Electrical Engineering
Sciences
Management Science &
Economics & Business Other Engineering & Technologies
Engineering
Manufacturing
Mechanical Engineering Materials Engineering
Engineering
Materials Engineering Materials Engineering Nano-technology
Mechanical Engineering Mechanical Engineering Physical Sciences
Nuclear Science &
Physical Sciences Chemical Engineering
Engineering
Natural Sciences (16 Departments)
Architecture Civil Engineering Environmental Engineering
Earth & Related Environmental
Archaeology History & Archaeology
Sciences
122

Astronomy Electrical Engineering
Sciences
Biology Biological Sciences Medical Biotechnology
Brain & Cognitive
Biological Sciences Medical Engineering
Sciences
Chemistry Chemical Sciences Chemical Engineering
Earth Sciences Environmental Engineering
Sciences
Geological Sciences Environmental Engineering
Sciences
Life Sciences Biological Sciences Medical Engineering
Mathematics Mathematics Physical Sciences
Pharmacology Basic Medicine Other Medical Sciences
Physics Physical Sciences Mathematics
Agriculture, Forestry, and
Plant Sciences Agricultural Biotechnology
Fisheries
Sports Science Health Sciences Other Medical Sciences
Statistics Mathematics Computer & Information Sciences
Zoological Science Animal and Dairy Science Veterinary Science
Results
 Due to the data limitation and complexity of analysis, the results from the quantitative
analysis should be regarded as preliminary rather than final. For the same reason, only the
results from the quantitative analysis is presented below. The details of the analytical
process are relegated to Appendix C.
 Core Departments (without order)
Information Science and Computer Engineering (or Computer Science and
Engineering): Largely deals with the software part of ICT; Has great potential for
Kenyan industry and society as computer science and engineering is at the center of
convergence with virtually any fields and areas.
Electrical Engineering: Deals with the hardware part of ICT; Relates to electronics and
control/systems engineering that are crucial for modern industrial development; Also
covers part of low-power low-voltage electric design. (Although high-power electrical
systems were included in Electrical Engineering, now almost all Departments of
Electrical Engineering around the world focus on electronics and low-power electric
systems.)
Mechanical Engineering: Deals with the design and maintenance of mechanical
systems as well as the production and operation machinery and tools; Also covers part
of electric power engineering (electricity generation and transmission equipment),
123
which is expected to address Kenya’s need for efficient power distribution and energy
demands.
 Optional Departments (without order)
Biomedical Engineering: Combines Biomedical Engineering and a part of Medicine;
Focuses on digital health systems to support medical doctors and patients; Has great
potential to take advantage of Kenya’s strong position on international collaboration
for medical science.
Chemical and Environmental Engineering: Deals with the engineering of chemicals
and processes of converting them into valuable materials; Also includes technologies
for the management and control of environmental pollution and ecological degradation;
Can focus more traditional form of chemical engineering such as chemical plants to
meet industrial needs.
Agricultural Engineering (or Biological Systems Engineering): Combines ICT with
parts of agriculture, genomics, and other life sciences; Can take advantage of Kenya’s
strong position in agricultural science in the international community
Materials Science and Engineering: Deals with the discovery of new materials and the
design, synthesis, or structuring of various materials (minerals, bio-materials, magnetic
materials, etc.); May include nano-technology though it would require expensive
facilities.
Science Policy and Technology Management: Combines social sciences and
management; Is critical for the strategic planning of national programs in science,
technology, and innovation; Can be launched without much cost as it does not require
expensive equipment/facilities.
5.4. GAP Approach

 Another way to determine initial programs of study at the New Institute is to examine the
gaps in the demand and supply of highly skilled engineers. African Development Bank in
its Country Strategy Paper for Kenya has noted that “with an estimated gap of about
30,000 engineers, 90,000 technicians and 400,000 artisans, the shortage of mid-level
technicians and artisans is hampering the country’s economic growth prospects. The
Kenya Engineers Registration Board estimated the ratio of engineers, technicians and
artisans required by the country to achieve middle-income status at 1:12:60. However,
Kenya’s ratio was estimated at only 1:3:13” (AfDB 2014).
 The F/S Team utilized the recently completed report commissioned by the Engineers
Board of Kenya (EBK) that it obtained during the Complementary Trip. This report
contains the projections of demand and supply for 11 categories of skilled engineers at the
five-year intervals running between 2012 and 2030 (EBK 2014).
 Detailed information on this study is described below:
124
(Data): The study is based on several surveys. The first survey covers six public
universities – University of Nairobi (UoN), Moi University, Egerton University, Jomo
Kenyatta University of Agriculture & Technology (JKUAT), Kenyatta University, and
University of East Africa Baraton). The first four universities offer engineering
programs accredited by EBK. The next surveys drew upon “purposive” samples for
government ministries, private sector companies, and state corporations/parastatals. It
sampled 9 government ministries, 30 organizations from the Kenya Association of
Manufacturers (KAM), and 16 out of 119 state corporations/parastatals employing
engineers.
(Questionnaire) The survey questionnaire for public universities was designed to obtain
detailed information about student enrollment and graduates, funding of engineering
programs, industry interactions, staffing and facilities requirements, problems and
future plans. In cases where future engineering manpower supply were not provided,
projections were made based on the 5% economic growth rate projections of the years
2012~2017 and 7.5% of the years of 2018~2030.
(Interviews) Interviews were also conducted with the Deans of engineering faculties to
obtain their opinions and views regarding engineering education.
Table 28: Total Demand and Supply of Engineers in Kenya (2012~2030, by Discipline)
2012 2017 2022 2027 2030 Total

Total Supply of Engineers
Electrical & Electronics 1183 1244 1336 1436 1499 6698
Mechanical & Production 604 634 683 734 767 3422
Civil & Structural 691 726 781 840 878 3916
Agricultural 321 337 362 389 406 1815
Textile 81 85 92 99 104 461
Mechatronics 148 156 168 180 188 840
Chemical & Process 229 240 258 277 290 1294
Computer & Software 318 334 359 386 404 1801
Soil, Water & Environment 344 362 389 418 437 1950
Instrumentation & Control 167 176 189 204 212 948
Energy Engineering 77 81 86 93 97 434
GEGIS 259 525 564 606 634 2588
Biomechanical 100 105 113 121 127 566
Mining & Mineral Processing 20 21 23 25 26 115
Manufacturing 251 263 284 306 320 1424
Total Demand for Engineers
Electrical & Electronics 1501 1584 1903 2348 2331 9667
Mechanical & Production 1488 1395 1606 1845 2075 8409
Civil & Structural 985 1062 1287 1511 1992 6837
Agricultural 508 741 928 1085 1187 4449
Textile 16 22 49 53 54 194
Mechatronics 15 18 20 22 27 102
Chemical & Process 326 320 327 360 370 1703
Computer & Software 6 6 26 26 26 90
125
Soil, Water & Environment 33 37 45 60 61 236

Instrumentation & Control 38 35 37 63 71 244
Energy Engineering 26 26 26 38 51 167
Marine Engineers 1 46 84 178 258 567
Transport Engineer 5 9 15 17 46
Project & Design 9 11 11 11 11 53
Refrigeration Engineer 7 7 14 28 12 68
Paper Engineer 74 74 107 160 186 601
Aeronautical Engineer 13 18 22 29 36 118
Terminal Engineer 37 45 50 56 188
Source: EBK (2014)
 The F/S Team calculated the demand-supply gaps as in the following two tables. These
gaps are also expressed in relative terms – as a proportion of the supply in case of
engineers with supply shortage and as a proportion of the demand in case of engineers
with excess demand.
 Five categories of engineers are projected to experience supply shortage – Mechanical &
Production Engineers, Civil & Structural Engineers, Electrical & Electronics Engineers,
Agricultural & Biosystem Engineers, Chemical & Process Engineers (in the order of
absolute magnitude). In relative terms, Agricultural & Biosystem Engineers and
Mechanical & Production Engineers turn out to be the categories to experience the largest
supply shortage.
 Among the engineering categories projected to have excess demand, Computer &
Software Engineering stands out because it does not sound intuitive given its high-tech
image and future orientation. The EBK report also finds this result perplexing, adding the
following comment. “Projection for the supply of computer and software engineers appear
to outstrip that of demand.
 However, this does not mean that the industry does not require computer & software
engineers, but rather that the graduates are employed under different names which was not
captured by the name ‘engineer’ by the sample size. Also, with vision 2030 flagship
projects such as the Konza Techno City, and the Kenyan economy increasingly becoming
digital, demand for computer and software engineers is likely to increase substantially
(EBK 2014, p.43).”
 In summary, strategic fields that the New Institute needs to target based on the gap
analysis turn out to be the following six: Mechanical & Production Engineering, Electrical
& Electronics Engineering, Computer & Software Engineering, Civil & Structural
Engineering, Chemical & Process Engineering, and Agricultural & Biosystem
Engineering.
 However, an important caveat is in order. As the survey is based on projections, the
accuracy and precision of this demand-supply gap analysis are not fully guaranteed. Some
unforeseen social events and other macroeconomic trends may render the current
projections to be off the mark. It is thus important to use the current projections as
referential information and update them in proper manners when such needs arise.
126
Table 29: Fields of Engineering with Supply Shortage
Year 2012 2017 2022 2027 2030

Electrical & Electronics Engineers
Supply 1183 1244 1336 1435 1499
Demand 1501 1584 1903 2348 2331
Gap -318 -340 -567 -913 -832
Gap/Supply* -26.9% -27.3% -42.4% -63.6% -55.5%
Mechanical & Production Engineers
Supply 604 633 683 734 767
Demand 1488 1395 1606 1845 2075
Gap -884 -762 -923 -1111 -1308
Gap/Supply -146.4% -120.4% -135.1% -151.4% -170.5%
Civil & Structural Engineers
Supply 691 727 781 841 877
Demand 985 1062 1287 1511 1992
Gap -294 -335 -506 -670 -1115
Gap/Supply -42.5% -46.1% -64.8% -79.7% -127.1%
Agricultural & Biosystem Engineers
Supply 321 336 362 390 407
Demand 508 741 928 1085 1187
Gap -187 -405 -566 -695 -780
Gap/Supply -58.3% -120.5% -156.4% -178.2% -191.6%
Chemical & Process Engineers
Supply 229 240 258 277 290
Demand 326 320 327 360 370
Gap -97 -80 -69 -83 -80
Gap/Supply -42.4% -33.3% -26.7% -30.0% -27.6%
* Gap between supply and demand expressed as percentage of supply, Source: EBK (2014)
Table 30: Fields of Engineering with Excess Supply
Year 2012 2017 2022 2027 2030

Textile Engineers
Supply 81 85 92 99 104
Demand 16 22 49 53 54
Gap 65 63 43 46 50
Gap/Demand* 406.3% 286.4% 87.8% 86.8% 92.6%
Mechatronics Engineers
Supply 148 156 168 180 188
Demand 15 15 20 22 27
Gap 133 141 148 158 161
Gap/Demand 886.7% 940.0% 740.0% 718.2% 596.3%
Computer & Software Engineers
127
Supply 318 334 350 367 378

Demand 6 6 26 26 26
Gap 312 328 324 341 352
Gap/Demand 5200.0% 5466.7% 1246.2% 1311.5% 1353.8%
Soil, Water & Environment Engineers
Supply 344 362 389 419 437
Demand 33 37 45 60 61
Gap 311 325 344 359 376
Gap/Demand 942.4% 878.4% 764.4% 598.3% 616.4%
Instrumentation & Control Engineers
Supply 167 176 189 204 212
Demand 38 35 37 63 71
Gap 129 141 152 141 141
Gap/Demand 339.5% 402.9% 410.8% 223.8% 198.6%
Energy Engineers
Supply 77 81 86 93 97
Demand 26 26 26 38 57
Gap 51 55 60 55 40
Gap/Demand 196.2% 211.5% 230.8% 144.7% 70.2%
* Gap between supply and demand expressed as a percentage of demand, Source: EBK
(2014)
8,821
9,000 7,882
8,000
6,546 6,389
7,000 6,114
5,687
6,000 5,2895,444
4,7935,046
5,000
4,000
3,000
2,000
1,000
0
2012 2017 2022 2017 2030
Supply Demand
Figure 31: Total Demand and Supply of Engineers in Kenya (All Engineers)
Stakeholders’ View
 The stakeholders of the Kenya Advanced Institute of S&T Project are comprised of
people from diverse sectors. At the Sub-Field Selection Workshop (July 2015, Nairobi),
the following comments were gathered.
128
Table 31: Stakeholder View on Strategic Fields
Comments on Sub-Field Selection

Security within the region as this is likely to affect the attraction of highly qualified lecturers
and students
Technology transfer, commercialization of research findings, funding of university research and
development (sub-criterion for technological upgrading); foreign direct investments (sub-
criterion for economic utility)
Strengthening of technical education: workshops and laboratories.
Acceptability with the environment
1) Distribution of the population in terms of specialization, ie. Social science, pure/applied
science, ICT, engineering, etc. 2) The major employer: public service, agriculture, industry, etc.
3) Available resources (human/material/infrastructure) for various sectors.
Comments on the Kenya KAIST Project
It is a noble idea. The question would be (and is) how will it fit into the other universities
system of Kenya (over 40 public universities of science, technology and agriculture) and soon
to be proposed county universities.
This is a timely initiative that stands to benefit both Kenya and Korea as in the concept of 'pay-
it-forward'. Kenya can learn from Korea's best practices on how the model worked for them.
Location of the institute should be out of the city of Nairobi because of congestion.
The trend in Kenya has been to start up specialized institutions, which later focus wider due to
changing demands in some fields or competition for survival. KAIST should try to avoid taking
this direction. Will need a strong and stable financial backing.
Should as much as is possible focus on the needs of Kenya and the region (East Africa
community) to provide leadership on science, engineering and technology, but should also
establish a link with advanced technologies.
Kenya KAIST is a great initiative coming at the right time for Kenya. However, for Kenya
KAIST to have the impact, it should focus on the whole cycle of creating the right skills, right
research developments, ensure that there is support from the right industries and public sector to
have a complete cycles so as to increase the technology absorption in and export from Kenya.
A good idea to focus on engineering and ICT to help start and support big industries.
Industrialization is key to boost development.
 The following responses from the Ministry of Labor, Social Security and Services are also
worth heeding, as they contain the detailed reasons for the categories of skilled engineers
in demand.
129
Table 32: Fields Likely to Generate Demand for Skilled Engineers
Engineering Field Sector of Reasons

Employment
(i) Increased outsourcing of road construction projects
(ii) Proposed construction of Lamu‐Port‐Southern Sudan‐
Ethiopia Transport (LAPSSET) Corridor
(iii) Proposed development of Mass transport transit systems in
1. Road Engineers Private/SOE
major cities in Kenya –the proposed rapid bus transport network
and the light railway transport system
(iv) Proposed development and implementation of a 50‐year
transport master plan
(i) Expanding aviation industry
(ii) Proposed construction of international airports at Lamu,
2. Aeronautical and
SOE Isiolo and Lokichoggio
Aviation Engineers
(iii) On‐going expansion of existing international airports (in
Nairobi and Kisumu)
(i) On‐going construction of Standard gauge railway

3. Railway Engineers SOE (ii) Proposed construction of mass transport light trains in major
cities
(i) Discovery of huge reservoir of underground water in Turkana
(ii) Water vessels: conventional and bulk cargo handling vessels
and equipment at three proposed berths in Lamu
4. Water Engineers Private/SOE (iii) Proposed development and maintenance of the Kenya
Coastline (construction of 7500 meters of sea wall to
improve movement and protect property in low lying areas)
(iv) Proposed development of mainland water transport
(i) Discovery of oil and gas in Turkana
(ii) Proposed construction of oil refinery in Lamu with capacity
of 120,000 barrels per day
5. Oil and Gas Mining
SOE (iii) Proposed construction of an oil terminal in the same location
Engineers
to facilitate tanker loading and offloading
(iv) Proposed construction of a pipeline for refined petroleum
products from Lamu‐Mombasa
6. Wind Energy (i) Government promotion of renewable energy
SOE
Engineers (ii) Unexploited wind energy potential
7. Hydro Energy (i) The country’s reliance on hydro power
Engineers SOE (ii) Several prioritized projects for implementation to increase
electricity installed capacity by 5,538 MW by 2017
8. Geothermal Energy (i) Existence of natural underground sources (hot steam) of
Engineers power in Naivasha
SOE
(ii) Government promotion of diversification of energy sources
(iii) Promotion of development of clean energy
9. Solar Energy New source of energy currently unexploited
Private
Engineers
130
10. Biogas Engineers Private Renewable low cost of energy source

11. Mineral Mining Mineral resources remain largely unexploited
SOE
Engineers
12. ICT Engineers and High employment sector which is fast growing
Private
Innovators
13. Electrical and (i) Expanding ICT sector, related services, installations, control
Electronic Engineers Private/SOE rooms, maintenance, cyber security, information communications
security
14. Building and (i) Expansion of real estate sector
Construction (ii) Establishment of National Construction Authority (NCA)
Private
Engineers which is enforcing adherence to quality standards in the
construction sector
Source: Questionnaire Response from Ministry of Labor, Social Security and Services
Initial Programs and Phased Expansion

Initial Programs
 Based on the multifaceted analyses of the previous section as well as through the
negotiations and discussions with the Kenyan side (especially during the Third Field Trip
and the Complementary Trip), the F/S Team recommends the six fields as initial programs
to be set up at the New Institute. See Appendix A for the Third Field Trip Aide Memoire
for the Kenyan side’s agreement on the initial programs. They are proposed to be housed
into three faculties as follows.
Table 33: Initial Programs in Three Faculties
FACULTY PROGRAMS
I Comprised of three engineering programs that lay the groundwork for
engineering research and education:
1) Mechanical Engineering,
2) Electrical/Electronic Engineering
3) ICT Engineering
II Comprised of three engineering programs suited more to meeting current

socioeconomic demands:
1) Chemical Engineering
2) Civil Engineering
3) Agricultural Biotechnology
III Providing the education of basic sciences (math, physics, chemistry, and
biology) for the students of the other two faculties
Phased Expansion
131
 The F/S Team recommends a gradual expansion of the New Institute over the span of ten
years with additional programs to be created as the school expands.
 The next set of academic programs to be built may be derived directly from the analysis of
Ch 5. These will be the four programs that remain unselected for the initial programs – (i)
Materials Science & Engineering, (ii) Environmental Engineering, (iii) Industrial
Engineering, and (iv) Science Policy & Technology Management.
 The brief descriptions of these four Phase II programs are provided below.
The Program of Materials Science and Engineering aims to to equip its students with
knowledge and laboratoty skills ranging from scientific basics to more complicated
applications in the fields of materials science amd engineering. To meet the current and
future needs of high-tech and bio industries, topics including nano materials, bio-
inspired materials, materials for energy-related technology, IT/display related
materials, electronic/magnetic materials, structural materials are a part of the
curriculum.
The Program of Environmental Engineering deals with study of the protection and
sustainability of environment. It deals with issues closely related to daily life of human,
such as water supply, wastewater, soil contamination, and sustainable management of
environmental resources.
The Program of Industrial Engineering intends to provide education for the analysis,
design, and control of large-scale complex systems consisting of people, material,
information, equipment, and money.
The Program of Science Policy & Technology Management studies social changes
made by science and technology aiming to make better public policy for science and
technology and to train business leaders in science and technology-related enterprises.
Table 34: Phase II Programs
Phase II Program Sample Courses

Materials Science &
 Mechanics of Materials
Engineering
 Structure and Properties of Engineering Alloys
 Introduction to Solid State Physics
 Material Design and Manufacturing Process
 Introduction to Ceramics
 Introduction to Biomaterials
 Semiconductor Processing
 Mechanical Behavior of Solids
 Statistical Thermodynamics in Materials System
 Phase Equilibria and Phase Diagrams
 Thin Film Processing
Environmental  Environmental Science and Engineering
Engineering  Water and Wastewater Engineering
 Hydrology
 Solid Waste Management & Soil Remediation
132
 Experimental Vibration Engineering

 Sustainable Architectural Design
 Water Resources and Groundwater Engineering
 Environmental Chemistry
 Design of Underground Structures
 Sustainable Infrastructure Systems Engineering
 Environmental Design for Ubiquitous-Eco Spaces
Industrial Engineering  Production Management
 Logistics Management
 Project Management
 Inventory Management System
 Introduction to Human Engineering
 Operations Research
 Optimization Theory
 Manufacturing Process Innovation
 Service Engineering
 Product Lifecycle Management
Science Policy &
 Science and Technology Policy
Technology Management
 National Innovation System
 Science, Technology, and Society
 National R&D Policy
 ICT Policy
 Environmental Politics
 Energy Policy
 Bioethics
 Global Health Policy
 Entrepreneurship and Venture Business
 Innovation Strategy
 Patent Law and Management
School Size
 The F/S Team proposes the gradual buildup of school size as presented in the following
tables. It should be noted that to prepare the admission process of the first cohort of the
students, faculty and staff must recruited before the first phase.
 Pre-Phase & Phase I
Cumulative Year 0 Year 1 Year 2 Year 3 Year 4 Year 5

Admitted - 20 20 20 20 20
Progressed - - 20 20 20 20
Master Graduated - - - 20 20 20
Sub-
Students - 20 40 40 40 40
Total①
Admitted - - - 5 5 5
PhD Progressed - - - - 5 10
Graduated - - - - - -
133
Sub-
- - - 5 10 15
Total②
①+② 0 20 40 45 50 55
Faculty ③ 4 4 6 8 10 10
Staff ④ 2 2 3 3 3 3
Total (①+②+③+④) 6 26 49 56 63 68
 Phase II
Cumulative Year 0 Year 1 Year 2 Year 3 Year 4

Admitted 30 30 30 30 30
Progressed 20 30 30 30 30
Master Graduated 20 20 30 30 30
Sub-
50 60 60 60 60
Total①
Students Admitted 10 10 10 10 10
Progressed 15 20 25 30 35
PhD Graduated - 5 5 5 10
Sub-
25 30 35 40 40
Total②
①+② 75 90 95 100 100
Faculty ③ 10 10 10 10 10
Staff ④ 3 3 3 3 3
Total (①+②+③+④) 88 103 108 113 113
 School Size for All Departments
Phase I (6 Depts) Phase II (10 Depts)
Y0 Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
Existing 450 540 570 600 600
Students 0 120 240 270 300 330 New 80 160 180 200 220
Total ① 530 700 750 800 820
Existing 60 60 60 60 60
Faculty 24 24 36 48 60 76 New 16 24 32 40 40
(60+16)
Total ② 76 84 92 100 100
Staff 12 12 18 18 18 Existing 18 18 18 18 18
134
26 New 8 12 12 12 12
(18+8)
Total ③ 26 30 30 30 30
Total 36 156 294 336 378 432 ①+②+③ 632 814 872 930 950
Curriculum
 The curriculum stipulates the basic knowledge and skills that need to be educated in each
academic program. The following description offers the description of each program with
the basic courses. The full list of courses and their descriptions are available in Appendix
D.
 The fundamental subjects of mechanical engineering usually include: Mathematics (in
particular, calculus, differential equations, and linear algebra)/ Basic physical sciences
(including physics and chemistry)/ Statics and dynamics/ Strength of materials and solid
mechanics/ Materials Engineering, Composites/ Thermodynamics, heat transfer, energy
conversion, and HVAC/ Fuels, combustion, Internal combustion engine/ Fluid mechanics
(including fluid statics and fluid dynamics)/ Mechanism and Machine design (including
kinematics and dynamics)/ Instrumentation and measurement/ Manufacturing engineering,
technology, or processes/ Vibration, control theory and control engineering/ Hydraulics,
and pneumatics/ Mechatronics and robotics/ Engineering design and product design/
Drafting, computer-aided design (CAD) and computer-aided manufacturing (CAM).
 Mechanical engineers are also expected to understand and be able to apply basic concepts
from chemistry, physics, chemical engineering, civil engineering, and electrical
engineering. All mechanical engineering programs include multiple semesters of
mathematical classes including calculus, and advanced mathematical concepts including
differential equations, partial differential equations, linear algebra, abstract algebra, and
differential geometry, among others.
 In addition to the core mechanical engineering curriculum, many mechanical engineering
programs offer more specialized programs and classes, such as control systems, robotics,
transport and logistics, cryogenics, fuel technology, automotive engineering, biomechanics,
vibration, optics and others, if a separate department does not exist for these subjects.
 Most mechanical engineering programs also require varying amounts of research or
community projects to gain practical problem-solving experience. In the United States it is
common for mechanical engineering students to complete one or more internships while
studying, though this is not typically mandated by the university. Cooperative education is
another option. Future work skills research puts demand on study components that feed
student's creativity and innovation.
135
Electrical & Electronics Engineering

 Electrical engineering is a field of engineering that generally deals with the study and
application of electricity, electronics, and electromagnetism. This field first became an
identifiable occupation in the latter half of the 19th century after commercialization of the
electric telegraph, the telephone, and electric power distribution and use. Subsequently,
broadcasting and recording media made electronics part of daily life. The invention of the
transistor, and later the integrated circuit, brought down the cost of electronics to the point
where they can be used in almost any household object.
 Electrical engineering has now subdivided into a wide range of subfields including
electronics, digital computers, power engineering, telecommunications, control systems,
radio-frequency engineering, signal processing, instrumentation, and microelectronics. The
subject of electronic engineering is often treated as its own subfield but it intersects with all
the other subfields, including the power electronics of power engineering.
 Electrical engineers work in a very wide range of industries and the skills required are
likewise variable. These range from basic circuit theory to the management skills required
of a project manager. The tools and equipment that an individual engineer may need are
similarly variable, ranging from a simple voltmeter to a top end analyzer to sophisticated
design and manufacturing software.
 Electronics engineering, or electronic engineering, is an engineering discipline which
utilizes non-linear and active electrical components (such as electron tubes, and
semiconductor devices, especially transistors, diodes and integrated circuits) to design
electronic circuits, devices and systems. The discipline typically also designs passive
electrical components, usually based on printed circuit boards.
 The term "electronic engineering" denotes a broad engineering field that covers subfields
such as analog electronics, digital electronics, consumer electronics, embedded systems and
power electronics. Electronics engineering deals with implementation of applications,
principles and algorithms developed within many related fields, for example solid-state
physics, radio engineering, telecommunications, control systems, signal processing,
systems engineering, computer engineering, instrumentation engineering, electric power
control, robotics, and many others.
 Electronics is a subfield within the wider electrical engineering academic subject. An
academic degree with a major in electronics engineering can be acquired from some
universities, while other universities use electrical engineering as the subject. The term
electrical engineer is still used in the academic world to include electronic engineers.
However, some people consider the term 'electrical engineer' should be reserved for those
having specialized in power and heavy current or high voltage engineering, while others
consider that power is just one subset of electrical engineering and (and indeed the term
'power engineering' is used in that industry) as well as 'electrical distribution engineering'.
Again, in recent years there has been a growth of new separate-entry degree courses such
as 'information engineering', 'systems engineering' and 'communication systems
136
engineering', often followed by academic departments of similar name, which are typically
not considered as subfields of electronics engineering but of electrical engineering.
ICT Engineering
 Information and communications technology (ICT) is often used as an extended synonym
for information technology (IT), but is a more specific term that stresses the role of unified
communications and the integration of telecommunications (telephone lines and wireless
signals), computers as well as necessary enterprise software, middleware, storage, and
audio-visual systems, which enable users to access, store, transmit, and manipulate
information.
 The term ICT is also used to refer to the convergence of audio-visual and telephone
networks with computer networks through a single cabling or link system. There are large
economic incentives (huge cost savings due to elimination of the telephone network) to
merge the telephone network with the computer network system using a single unified
system of cabling, signal distribution and management.
 Information engineering methodology involves an architectural approach to planning,
analyzing, designing, and implementing applications. It is defined as: "An integrated and
evolutionary set of tasks and techniques that enhance business communication throughout
an enterprise enabling it to develop people, procedures and systems to achieve its vision".
It is also defined as the generation, distribution, analysis and use of information in systems.
This later definition involves the usage of machine learning, data mining and other
computational methods to enhance the presentation and understanding of the high-
throughput data that is generated by different systems. An example is bioinformatics,
applying information engineering to biological data.
 The ICT Engineering aims to master the essential knowledge of communication
technologies necessary for industrial practices in more profound depth and richness through
balanced education on electronics- and computer-engineering.
 There traditionally have been two grand schools of communications, i.e., electronic- and
computer communication. Electronic communication is about technologies for inter-people
communications including wired/wireless telephony and broadcasting, whereas computer
communication is about technologies for inter-computer communications like the Internet.
However, with the emergence of communications between people and computers as well
as that of Internet telephony, the boundary between the two grand schools has practically
disappeared. Therefore, the two schools are named in a unified term 'information
communications' (electronics communication + computer communication), i.e., InfoCom
for short.
 ICT is currently undergoing another round of whole-scale convergence. Besides that
already seen between electronic- and computer-communication, convergence between
wired communication over copper loops and optical fibers and wireless over infrared and
radio is now in full swing. Broadcasting and communications are also being converged with
its traditional boundary going away. In this way, dramatic convergence in ICT are taking
137
place from multiple angles of telephony-computer, wired-wireless, and broadcasting-

communications.
Absorbing the convergent ICT of such an enormous extent and depth in a shallow side-track
within electronics- and computer-engineering is far from feasible and adequate. Balanced
and in-dept education of the two electronics- and computer-engineering is also essential in
order to fully digest and seek best application of this important convergent technologies.
 Chemical engineering is a branch of engineering that applies physical sciences (e.g.
chemistry and physics) and life sciences (e.g. biology, microbiology and biochemistry)
together with mathematics and economics to produce, transform, transport, and properly
use chemicals, materials and energy. It essentially deals with the engineering of chemicals,
energy and the processes that create and/or convert them. Modern chemical engineers are
concerned with processes that convert raw materials or chemicals into more useful or
valuable forms. They are also concerned with pioneering valuable materials and related
techniques which are often essential to related fields such as nanotechnology, fuel cells and
bioengineering.
 Chemical engineering is a discipline influencing numerous areas of technology. In broad
terms, chemical engineers conceive and design processes to produce, transform and
transport materials - beginning with experimentation in the laboratory followed by
implementation of the technology in full-scale production.
Chemical engineers are in great demand because of the large number of industries that
depend on the synthesis and processing of chemicals and materials. In addition to traditional
careers in the chemical, energy and oil industries, chemical engineers enjoy increasing
opportunities in biotechnology, pharmaceuticals, electronic device fabrication and
environmental engineering. The unique training of the chemical engineer becomes essential
in these areas when processes involve the chemical or physical transformation of matter.
Civil Engineering
 Civil engineering is a professional engineering discipline that deals with the design,
construction, and maintenance of the physical and naturally built environment, including
works like roads, bridges, canals, dams, and buildings. Civil engineering is the second-
oldest engineering discipline after military engineering, and it is defined to distinguish non-
military engineering from military engineering. It is traditionally broken into several sub-
disciplines including architectural engineering, environmental engineering, geotechnical
engineering, control engineering, structural engineering, earthquake engineering,
transportation engineering, forensic engineering, municipal or urban engineering, water
resources engineering, materials engineering, wastewater engineering, offshore
engineering, facade engineering, quantity surveying, coastal engineering, construction
surveying, and construction engineering. Civil engineering takes place in the public sector
138
from municipal through to national governments, and in the private sector from individual
homeowners through to international companies.
 In general, civil engineering is concerned with the overall interface of human created fixed
projects with the greater world. General civil engineers work closely with surveyors and
specialized civil engineers to design grading, drainage, pavement, water supply, sewer
service, dams, electric and communications supply. General civil engineering is also
referred to as site engineering, a branch of civil engineering that primarily focuses on
converting a tract of land from one usage to another. Site engineers spend time visiting
project sites, meeting with stakeholders, and preparing construction plans. Civil engineers
apply the principles of geotechnical engineering, structural engineering, environmental
engineering, transportation engineering and construction engineering to residential,
commercial, industrial and public works projects of all sizes and levels of construction.
Agricultural Biotechnology
 Agricultural engineering is the engineering discipline that applies engineering science and
technology to agricultural production and processing. Agricultural engineering combines
the disciplines of mechanical, civil, electrical and chemical engineering principles with a
knowledge of agricultural principles.
 Biotechnology is the use of living systems and organisms to develop or make products, or
"any technological application that uses biological systems, living organisms or derivatives
thereof, to make or modify products or processes for specific use" (UN Convention on
Biological Diversity, Art. 2). Depending on the tools and applications, it often overlaps with
the (related) fields of bioengineering, biomedical engineering, etc.
 The wide concept of "biotech" or "biotechnology" encompasses a wide range of procedures
for modifying living organisms according to human purposes, going back to domestication
of animals, cultivation of plants, and "improvements" to these through breeding programs
that employ artificial selection and hybridization. Modern usage also includes genetic
engineering as well as cell and tissue culture technologies. The American Chemical Society
defines biotechnology as the application of biological organisms, systems, or processes by
various industries to learning about the science of life and the improvement of the value of
materials and organisms such as pharmaceuticals, crops, and livestock. As per European
Federation of Biotechnology, Biotechnology is the integration of natural science and
organisms, cells, parts thereof, and molecular analogues for products and services.
Biotechnology also writes on the pure biological sciences (animal cell culture,
biochemistry, cell biology, embryology, genetics, microbiology, and molecular biology).
Basic Sciences (Education & Experiment)

 The New Institute will be established as a university aimed at achieving high level of
education and research in engineering. It is an education institution with the objective of
education and research, hence all departments will be under the School of Engineering.
139
However, basic sciences such as mathematics, physics and chemistry are required in order
to carry out high quality engineering research. Therefore, the New Institute would need to
establish a School of Basic Sciences in addition to engineering departments.
 The School of Basic Sciences is in charge of education in natural science, in subjects such
as mathematics, physics, chemistry, biology, and so on. Each department or lab can select
required subjects depending on their curricula. The School of Basic Sciences is built to
strengthen education in the natural and basic sciences, and courses are offered similarly to
liberal arts courses. However, it will be challenging to sustain lecturers for each of the
required subjects just for the purposes of education. It would be the most efficient to retain
lecturers for key classes, and make use of KAIST’s video and on-line courses for other
subjects.
 Experiment courses are provided below.
140
Table 35: Experiment Courses for Each Program
No Program Course Names

- Basic Mechanical Practice
- Mechanical Engineering Laboratory
- Capstone Design I, II
- Applied Electronics
- Engineering Design
Mechanical
1 - Modeling and Control of Engineering Systems
Engineering
- Machine System Automation
- Creative Problem Solving
- Electronics Laboratory for Mechanical Engineers
- Application of Computer Graphics
- Automatic Control
- Circuit Theory
- Signals and Systems
- Digital System Design
Electrical and
- Electronic Circuits
2 Electronic
- Electronics Design Lab.<RoboCam>
Engineering
- Electronics Design Lab.<Fundamentals for design of emerging
devices>
- Electronics Design Lab.<Network of Smart Systems>
- Introduction to Programming
- Programming Practice
- Problem Solving
- Digital System and Lab.
- Embedded Computer System
- Introduction to Computer Network
3 ICT Engineering
- File Structures
- Symbolic Programming
- Introduction to Computer Graphics
- Interactive Computer Graphics
- Operating Systems and Lab.
- Computer Science Project
- Molecular Engineering Laboratory
Chemical
4 - Chemical and Biomolecular Engineering Laboratory
Engineering
- Chemical and Biological product Design Laboratory
141
- Soil Mechanics & Laboratory

- Elementary Structural Engineering and Laboratory
- Environmental Microbiology
5 Civil Engineering - Introduction to Geomatics Engineering
- Reinforced Concrete and Laboratory
- Civil and Environmental Engineering Data Analysis
- Experimental Vibration Engineering
- Bioengineering Laboratory
- Biotechnology Laboratory
- Genetics & Lab.
- Agricultural Microbiology & Lab.
Agricultural
6 - Plant Pathology & Lab.
Biotechnology
- General Entomology & Lab.
- Weed Science & Practice
- Soil Biology
- Viral Disease in Plant & Practice
Sub-Fields per Program

 Categories form the basis for statistics, and are required for managing various types of
information and in establishing systems for enhancing effectiveness of an organization or
nation. Categorization of disciplines and research fields is in itself a field of research, and
there have been many efforts leading to various standards for categorizing disciplines.
 Two things need to be taken into consideration in selecting sub-disciplines for each
proposed department. First, an important role of the New Institute is to lead Kenya’s
industrialization through R&D, hence this mission needs to be kept in mind in selecting and
categorizing the research fields. Second, the New Institute is also an educational institution,
hence academic sub-disciplines must also chosen rationally.
 The categories for fields of research suggested here have referred closely to the Korean
National Science and Technology Standard Classification System. This system had been
developed for effective management of S&T information, human resources, national R&D
projects and so on. A wide range of institutions including government-funded research
institutes, universities and price companies adhere to this classification system. Therefore,
this classification system is fit to be applied in selecting the research sub-fields for the New
Institute as well.
 On the other hand, academic sub-disciplines must also be selected in order for the New
Institute to fulfill its role as an educational institution. For example, there exist disciplines
that are regarded as pertaining to one academic field but applied over a wide range of
industries. In such cases, it would be most rational to establish sub-disciplines by academic
similarity rather than industrial uses. The following academic classifications have been
referred to in suggesting sub-disciplines for each department.
142
 The following sub-fields that each program needs to concentrate were identified through
the Sub-Field Selection Workshop during the Complementary Trip of July 2015.
Table 36: Priority Areas for Mechanical Engineering
Rank Sub-Fields Purpose

1 Production technology near future
1 Robot/automation near/far future
3 precision machinery near future
3 Nano/micro machine far future
3 Automobile/railway vehicle near future
3 casting/welding/jointing near future
7 Energy/environment machine system far future
7 Industrial/general machine near future
7 Disaster and safety equipment near future
Table 37: Priority Areas for Electrical & Electronics Engineering

1 Medical instrument near/far future
2 Optical application system far future
2 Renewable energy near/far future
4 Heavy electric equipment near future
4 Electric and electronic part near future
4 Weapon sensor/control far future
4 Nuclear power far future
Table 38: Priority Areas for ICT Engineering
1 ITS/telematics near future
2 software near future
3 Satellite/radio communication far future
143
Information and Communications

3 near future
module/component
3 Information communication for defense far future
6 Information theory far future
6 Information security far future
6 Broadband convergence network far future
6 U-computing far future
6 Hospital information system far future
Table 39: Priority Areas for Chemical Engineering

1 Nano material far future
1 Oil & Gas Engineering near future
3 Energy engineering near future
4 Process control near future
4 Polymer engineering near future
4 Chemical process design near future
7 Fluid dynamics near future
7 Chemical reaction engineering near future
7 Bio plant and material far future
7 Thermodynamics near/far future
7 Separation process near future
Table 40: Priority Areas for Civil Engineering

1 Environmental engineering near/far future
2 Surveying near future
3 Transportation engineering near future
4 Geotechnical engineering near future
5 Structural engineering near future
144
6 Water resources engineering near future

7 Construction engineering near future
Table 41: Priority Areas for Agricultural Biotechnology

1 Land & water management near future
1 Biomedical technology far future
3 Agricultural equipment & technology near future
3 Medical devices/equipment far future
3 Biomaterials far future
6 Agricultural product handling & processing near future
6 Storage structures near future

6 Biomechanics far future
Equipment and Facilities (E/F)

Current Status
 The following table lists up the current equipment status of major Kenyan universities.
145
Table 42: E/F of Top 4 Universities in Kenya

University
School* Department Equipment/Facility Note
(homepage)
Agilent 1100 Series HPLC
Agilent 6890N GC with Auto Sampler
Gas Chromatography
Luminescence Spectrometer LS 50B
Infrared Spectrophotometer ※ Exclude lecture room
Chemistry
Atomic Absorption Spectrophotometer or laboratory name
UV-VIS Spectrophotometer
Incubator
CHN Analyser
School of Physical Nuclear Magnetic Resonance
Sciences Alpha Step System
LED Microscope
Edwards Auto 306 Instrument
UV-VIS-NIR Spectrophotometer
Laser Induced Breakdown Spectroscopy ※ Exclude lecture room
Physics
Univ. of Nairobi System or laboratory name
Potentiostat Instrument
(http://www.uonbi.ac.ke) Raman Spectrometer
Solar Simulator System
Viscometer System
※ Only lecture room
Civil and Construction Engineering -
or laboratory name
※ only lecture room
Electrical and Information Engineering -
or laboratory name
Filed Survey Equipment ※ Exclude lecture room
Geospatial and Space Technology
Wild A8 Stereo Plotter or laboratory name
School of Engineering Wind Tunnel
Foundry Shop
※ Exclude lecture room
Mechanical and Manufacturing Engineering Rockwell Hardness Testing Machine
or laboratory name
Tensometer Testing Machine
Vickers Hardness Testing Machine
※ Only lecture room
Environmental and Biosystems Engineering -
or laboratory name
Chemical & Process Engineering -
Civil & Structural Engineering -
School of Engineering Electrical & Comm. Engineering -
Mechanical & ProductionEngineering -
M. I. T Eng. -
Moi University
Aviation Electronics -
School of ※ Not available in website
Flying Studies -
(https://www.mu.ac.ke/) Aerospace Science
Aerospace Security & Logistics -
Biological Sciences -
School of Biological Chemistry and Biochemistry -
& Physical Sciences Physics & Mathematics -
Physics Mathematics Statistics and Computer Science -
※ Not available in
School of Agriculture
Kenyatta University website
& Enterprise Agricultural Science -
(http://www.ku.ac.ke/) ※ No natural science or
Development
engineering depertment
Mechanical Engineering Universal Testing Machine India -
CNC Milling Machine
School of Mechanical, Mechatronics Engineering PID controller -
Manufacturing Industrial PLC
& Materials Engineering Incubator
Biomechanical and Environmental Engineering
H-1400 PF machine -
Oil distiller
School of Electrical, Telecommunication and Information Engineering Siemens HLR-CP 113E -
Electronic and Oscilloscope
Electrical and Electronics Engineering -
Information Engineering Control Board
School of Civil Civil, Construction and Environment Engineering - ※ Not available in website
Jomo Kenyatta University of Engineering Dumpy Level Machine
Agriculture and Technology and Geomatic Geomatic Engineering and Geospatial Information systemsTopcon Total Station -
Engineering RTK GPS Set
(http://www.jkuat.ac.ke/)
Architecture -
School of Architecture
※ Not available in website
and Building Sciences Construction Management -
Landscape Architecture -
Physics - ※ Not available in website
Fourier Transform Infrared Spectrometer
(FTIR)
UV-Vis spectrophotometers
School of Physical Sciences
Chemistry Gas chromatography-mass spectrometers (GC- -
MS)
Atomic absorption spectrophotometers
Atomic emission spectrophotometers
146
Common E/F by Program
Table 43: Common-Use E/F per Program
Name Maker or Model No. Price (US$)

Lathe Hachon HL-380-750 3set 51,000
Milling Machine Hachon HMV-1100 3set 60,000
CAD/CAM 2 set 7,000
bench drilling machine SMD-360 1set 1,000
CNC Lathe CUTEX-160 1set 45,000
Band sawing machine WBS-320S 4,500
Stage unit Toshiba / 1x2000_6 150,000
Surface Roughness Measuring
Kosaka / SE3500 76,000
Instrument
Agilent Technologies / Cary 5000
Universal Measurement System 100,000
UV-Vis-NIR
Dynamic Materials Testing Machine Instron Corporation / 7860 150,000
Total 309,500
Electrical/Electronics Engineering
pulse pattern generator Keysight / N4960A N4951B-H32 80,000
Pcket generator Ixia / LSM1000XMVDC4-01 85,000
Vector Signal Generator Agilent Technologies / E4438C 55,000
Vector Signal Analyzer Agilent Technologies / E4440A 100,000
Spectrum Analyzer Agilent Technologies / E4443A 120,000
Semiconductor characterization system Keithley Instruments / 4200-SCS 35,000
network analyzer Agilent Technologies / E5071C 42,000
Real Time Digital Simulator for Opal-rt Technology / OP4500C-
83,000
electrical power eDRIVEsim
RLC Load Combination RLC LOAD_0001 100,000
Precision Power Analyzer Yokogawa / WT3000 150,000
Total 850,000
ICT Engineering
Baseband generator and channel
Agilent Technologies / N5106A 100,000
emulator
EnvisionTEC / Perfactory3
Rapid prototyping system 320,000
SXGA+ Standard
DMB Video Encoder KME-A10 45,000
Rohde&Schwarz / MPEG-2,4
Digital TV Signal Analyzer 53,000
Player
SoC platform Pro Design Electronic 210,000
Serial Data Analyzer Teledyne LeCroy 90,000
Total 818,000
147
Microwave Organic Synthesizer MODEL 356000 70,000
PL Measurement System 100,000
UV-VIS-NIR Spectrophotometer SHIMADZU UV-3600 90,000
KK-021-AS with monitoring
Hermetically Sealed System 60,000
system
NICOMP 380 Sub-Micron Particle
100,000
Sizer
Organic & Thermal Evaporation
80,000
System
Hermetically Sealed System MODEL KK-021-AS 55,000
X-ray Diffractometer System 80,000
Physical and Chemical Absorption
BELSORB-MAX 150,000
System
Total 785,000
Civil Engineering
Model Mobile Loading System 1/3 Mls Test Systems Pty Ltd /
170,000
scale MMLS3
Infrared diagnostic system Nippon Avionics / h2640 83,000
Pine Instrument Company / AFG2
Portable Gyratory Compactor SUPERPAVE Gyratory 70,000
Compactor
Verdi, Avantes-bl / Blue
Acoustic Doppler Current Profiler 35,000
laser405nm, Spectrometer
Window performance measurement
KS F 2295 137,000
system
Road Survey Equipment 40,000
Density tester 30,000
Soft ground simulator 40,000
Heavy weight deflectometer KUAB / KUAB 240-1M 100,000
Particle Image Velocimetry Dantec Dynamics / PIV 150,000
Total 855,000
Confocal Microscope Witec / Alpha300RS 110,000
Becton Dickinson And Company /
Fluorescence-activated cell sorting, 400,000
FACSAria III
Beckman Coulter / Optima XE-
Ultra-centrifuge 100,000
100
Fast Protein Liquid Chromatography Ge Healthcare / AKTA PURE M 110,000
Ice maker Manitowoc SD-3303W3 3320 Lb 30,000
Total 750,000
Grand Total 4,702,500
148
Table 44: Basic Experiment E/F per Program (Faculty I)

Muffle Box Furnace AJ-MB3-1-4 1 set 12,000
Digital Micro-nanometer FC012-4 5 sets 37,500
Tensile testing machine DEC 1T 1 set 25,000
Micro Vickers Hardness Tester 1 set 35,000
Signal Conditioning Amplifier 2100-4CHAN 8 sets 64,000
Photo Microscope System 1 set 9,000
Universal Testing Machine ADHU-50TC 45,000
Chary Impact Testing Machine DYD-103D 12,000
Suction Type Wind Tunnel SDW-300S 25,000
Michelson interferometer, Hologram 35,000
PC 10 sets 10,000
Total 309,500
Oscilloscope [Tektronix] TDS2022C 2,500
Function Generator [Tektronix] AFG3022C 4,000
Power Supply [ED] ED-333E 600
Multimeter [EZ Digital] DM-442B 350
CPU i5-4690, RAM 4GB, SSD
PC 700
256GB, Windows 8.1 Pro
Monitor 19" 200
Total Sum(1~6) times 10 sets 83,500
ICT Engineering
PC 700
Monitor 19" 200
Total 40 sets 36,000
n-butane, iso-butane adsorption with
Ilhae system 8,600
molecular sieve 5A Volumetric
Schlenk line and reactor Han-tek 12,600
Constant temperature water bath and
2,000
reactor
Coupled tanks workstation Youngil system 40,000
Constant temperature water bath Seokwang scientific 1,600
Tensiometer Huecom system 13,000
Gel electrophoresis and imaging system BMS, Koram biotek 12,000
Stirrer, rotary evaporator Seokwang scientific 15,000
Total 785,000
149
Civil Engineering
PC 700
Monitor 19" 200
Total 40 sets 36,000
Eppendorf Xplorer® , single-
Pipette 3,000
channel(10sets)
HID Veriti® 96-Well Thermal
Polymerase Chain Reaction 10,000
Cycler, 0.2 mL
Spectrophotometer Jasco / V-67 40,000
Ph meter PPH-2108-S400NB(10set) 10,000
Mettler Toledo MX5
Micro Balance 12,000
Microbalance
Stirrer Mixer MS-300(10set) 3,000
Shaker H1010 Incu-Shaker 10L 10,000
Laboratory Refrigerators Thermo Scientific™ Revco™ 12,000
Perkin Elmer / Labchip GX
Electrophoresis system 45,000
Touch-24
Total 145,000
Grand Total 859,800
150
University-Wide E/F
Table 45: University-Wide E/F

X-ray Photoelectron Spectroscopy Thermo Scientific / K-Alpha 400,000
LC-MS Varian / 1200L 120,000
NMR Bruker / AVANCE III 400 150,000
Thermogravimetric Analyzer Ta Instruments / Auto Q500 40,000
Differential Scanning Calorimeter Perkin Elmer / DSC4000 40,000
Dispersive microRaman UniRAMII 30,000
FT/IR Spectrometer Jasco / FT/IR-6300FV 30,000
ICP-MS for planetary material
Perkin Elmer / NexION 300X 120,000
analysis
HR FE-SEM Hitachi / SU8010 100,000
Cold Type Field Emission
Hitachi / S-4800 250,000
Scanning Electron Microscope
High Resolution X-Ray
Diffractometer for SiC single Rigaku / SmartLab 200,000
crystal quality evaluation
Digital Oscilloscope Teledyne LeCroy / wr606zi 30,000
High-Resolution Gas
Leco / Pegasus GC-HRT 350,000
Chromatograph-Mass Spectrometer
Confocal Microscope Lasertech / H12 40,000
UV-Vis-NIR Spectrophotometer Agilent Technologies / G9825A 30,000
Particle Sizing Systems(PSS) /
Particle size analyzer 20,000
AccuSizer 780A
Total 1,950,000
ERP System
Table 46: ERP System for the New Institute
Name Maker or Solution Price (US$)

Administration & Student Affairs
Oracle ERP, etc 1,500,000
Information Management
Group Portal/ SSO Email System, Portal 200,000
WEB Server(SW, HW) Apache, IBM/HP 50,000
WAS Server (SW, HW) Oracle, Sybase 100,000
Storage Hitachi/EMC, SAN 50,000
Back-up Veritas, Avamar 20,000
Network LAN Switch 20,000
Security Firewall (Web, DB) 20,000
Total 3,910,000
151
152
Chapter 6. Industrial-Academic Collaboration
Rationales for Industrial-Academic Collaboration (IAC)

 One of the key mechanisms through which an S&T-centered university contributes to
economic growth is a spillover of invention and innovation developed in university labs
into industrial production processes. As is well-known in the literature of endogenous
growth, S&T enhances the overall performance of economic production by increasing the
total factor productivity rather than simply adding more input.
In the language of economic growth theory, the role of S&T is to increase A rather than
K or L in the following production equation, Y = A𝐾 𝛼 𝐿1−𝛼 (K and L standing for
capital and labor, respectively). Although S&T can also add to K or L in the form of
infrastructure building and R&D workforce, the primary function of S&T in the
economic production process is to raise the input-output conversion rate represented
by A. (Aghion & Howitt 1997, Romer 1986).
 Yet due to the nature of scientific knowledge as a non-rival and/or non-excludable public
good, the contribution of academic research to economic growth cannot be taken for granted
(Arrow 1959, Nelson 1959). This is why governments have been actively involved in
linking industries and the academia, leading to what is called the “triple-helix” model of
technology transfer. In this model, three actors – university, industry, and government – all
play indispensable and unreplaceable roles in the national system of innovation (Etzkowitz
& Leydesdorff 2000).
Table 47: Role of Academic Research in Different Industries
Contribution of Research-based activities

Development activities
Academic Basic and applied science (mainly
Engineering disciplines (mainly tacit)
Research codified)
Very High Computers Pharmaceuticals
Aerospace
Petroleum
Motor vehicles
High Chemicals
Telecommunications & electronics
Food
Electrical equipment
Instruments Basic metals
Medium
Non-electrical machinery Building materials
Metal products Textiles
Low
Rubber and plastic products Paper
Mathematics, Computer Science,
Biology, Chemistry, Chemical
Relevant Fields Mechanical Engineering, Electrical
Engineering
Engineering
Source: Salter & Martin (2001)
153
 In addition to technology transfer, academic institutions can also contribute to upgrading

the skills of the nation’s workforce. As noted in the studies of economic benefits of basic
research, the industrial utility of academic research ranges from the increase of the stock of
useful knowledge available for industrial problem-solving to the creation of new
instruments, new firms, and skilled graduates (Salter & Martin 2001).
 In short, it is crucial to design an effective mechanism of collaboration between the New
Institute and other actors of the national innovation system as well as of the global research
community in order for the New Institute to make real difference in both academic research
and industrial technology development. This chapter introduces a general framework of
collaboration and then examines the current status of industry-academic collaboration in
Kenya.
Current Status
 The experience of advanced countries in high-tech clusters such as Silicon Valley (U.S.) or
Biopolis (Singapore) makes industry-academic collaboration appear to spring up
spontaneously. It is in fact the result of conscious effort to identify common interests and
benefits and overcome barriers arising from differences in operations and organizational
culture.
 It is essential to canvass the current profile of Kenyan industries in order to maximize
mutual benefits from industry-academic collaboration (IAC) between the New Institute and
major actors for the construction of an effective IAC system.
Current IAC Initiatives in Kenya

 Kenya has recently witnessed burgeoning activities of collaboration and alliances among
R&D actors. The most ambitious effort in R&D collaboration is undoubtedly the Konza
Technology City Project, as discussed in Chapter 3. Potential investors contacted by
KOTDA include well-known domestic firms and universities such as University of Nairobi,
Safaricom, Multimedia University, Nairobi Hospital as well as international firms such as
Samsung (Korea), Huawei Technologies (China), and Telemac (USA). Other investors
lined up expressing interests in the project include: Google, Boeing, and Fedex (USA),
Toyota (Japan), Telemax Technology (Taiwan), Shapoorji Pallonji Group and Dhanush
Infotech (India).
 Many recent PPP projects have been centered on ICT, as ICT is fast spreading through
Kenyan society. The Kenya ICT Board (KICT) created in 2007 plays a key role in bridging
government-industry-university actors in ICT collaboration. At least three PPP-based ICT
projects are under operation as shown in the following table.
Table 48: KICT's PPP Projects in ICT
Project Description
154
Provides basic ICT services for rural areas (including marketing of locally-
Rural ICT Enterprises
assembled PCs)
Low-cost PCs are assembled and provided in collaboration of University of
Madaraka PC Project Nairobi, Jomo Kenyatta, Kenya College of Communications Technology,
and Strathmore University.
Promotes ICT in the Athi River Processing Zone with local small
Multimedia Technology Parks
enterprises.
Source: AfDB (2013)
 Another ICT-centered collaboration program is an ICT incubation program. The Kenya

Industrial R&D Institute (KIRDI) and KICT in collaboration of the UN Industrial
Organization (UNIDO) and Kamtech Associates (Indian software developer) started an
incubation program taking in 25 university ICT graduates for a year-long training program.
 A good exemplar of a university-initiated collaboration program can be found in the
University of Nairobi’s S&T Park. UoN currently operates a rapid-prototyping fabrication
laboratory (Fab Lab). It is in fact a part of a worldwide network founded by Prof. Neil
Gershenfeld of the MIT Media Lab. Given the skepticism of the efficacy of its S&T Park,
UoN has adopted a strategy of involving only a small number of incubated companies in its
prototyping projects. It aims to expand the network of fab labs, however, to a larger system
of national innovation as envisioned in the following figure.
Source: Gachigi (2009)

Figure 32: S&T Park in the Kenyan National Innovation System
Major Actors in IAC
155
 The triple-helix model emphasizes the interlocking nature of three major actors in the
system of national innovation – government, industry, and universities. Key to this network
is the hybrid organization that intersects different entities.
Statist Model Laissez-faire Model Triple Helix Model
Source: Etzkowitz & Leydesdorff (2000)
Figure 33: Models of University-Industrial Collaboration
University Sector in IAC

 Educational institutions that can potentially contribute to national R&D include universities
and TIVET institutions. Due to the grant of charters to 14 university colleges in 2013, the
total number of public universities increased from 8 in 2012 to 22 in 2013. TIVET
institutions are also on the rise.
Table 49: Number of Tertiary Education Institutions (2009~2013)
TIVET Institutions 2009 2010 2011 2012 2013

Youth Polytechnics 579 582 585 647 701
Institutes of Technology 17 14 14 14 9
Technical Training Institutes 19 26 26 35 35
National Polytechnics 2 2 2 3 3
Polytechnic University Colleges 2 2 2 2 -
Total 619 626 629 701 748
Universities 2009 2010 2011 2012 2013
Public 7 7 7 8 22
Private 24 25 27 27 30
Total 31 32 34 35 52
156
Source: KNBS, Economic Survey 2014 (originally from MOEST)
Table 50: Public Universities in Kenya (as of 2013)
Year Year
University Area Chart- Original Name Founde Website
ered d
University of Royal Technical College, Royal http://www.uonb
Nairobi 1970 1956
Nairobi College Nairobi i.ac.ke/
http://www.mu.a
Moi University Eldoret 1984 Moi University 1984
c.ke/
http://www.ku.a
Kenyatta University Nairobi 1985 Kenyatta University College 1965
c.ke/
Egerton Farm School, Egerton http://www.egert
Egerton University Njoro 1988 1939
Agricultural College on.ac.ke/
Maseno Govt. Training Institute, http://maseno.ac.
Maseno University Maseno 1991 1955
Siriba Teachers College ke/
Jomo Kenyatta
University of Jomo Kenyatta College of http://www.jkuat
Nairobi 1994 1981
Agriculture and Agriculture .ac.ke/
Technology
Masinde Muliro Western College of Arts and http://www.mm

Kakamega 2009 1972
University of S&T Applied Sciences ust.ac.ke/
Dedan Kimathi Kimathi Institute of Technology,
http://www.dkut.
University of Nyeri 2012 Kimathi University College of 1972
ac.ke/
Technology Technology(2007)
http://www.cuc.
Chuka University Chuka 2012 Chuka University College (2007) 2004
ac.ke/
Kenya Technical Institute, Kenya
Technical http://tukenya.ac
Nairobi 2013 Polytechnic, Kenya Polytechnic 1961
University of Kenya .ke/
University College(2007)
Mombasa Technical Institute
Technical
[1966], Mombasa Polytechnic http://www.tum.
University of Mombasa 2013 1940
[1976], Mombasa Polytechnic ac.ke/
Mombasa
University College[2007]
Kilifi Institute of Agriculture, http://www.pu.a
Pwani University Kilifi 2013 2007
Pwani University College c.ke/
Primary Teachers’ Training
College (1965), Secondary
http://www.kisii
Kisii University Kisii 2013 Teachers' College (1983), Egerton 1965
university.ac.ke
Campus(1994), Kisii University
College(2007)
Chepkoilel University College as
University of http://www.uoel
Eldoret 2013 a Constituent College of Moi
Eldoret d.ac.ke/
University
http://www.naro
Maasai Mara
Narok 2013 Narok University College 2008 kuniversity.ac.ke
University
/
157
Jaramogi Oginga
Bondo Teachers Training
Odinga University http://www.bond
Kisumu 2013 College, Bondo University 2009
of Science and o-uni.ac.ke
College
Technology
Egerton University Campus
http://laikipia.ac.
Laikipia University Laikipia 2013 (1990), Laikipia University 1990
ke
College
Ukamba Agricultural Institute
South Eastern http://www.seku
Kitui 2013 (Ukai), South Eastern University 2008
Kenya University .ac.ke/
College (Seuco)
Central Training School to serve
East African Posts Training
Multimedia http://www.mm
Nairobi 2013 School(1948), Kenya College of 2008
University of Kenya u.ac.ke/
Communications Technology
(1992)
Kabianga Framers Training
University of Center (1959), Kabianga Campus http://www.kabi
Kericho 2013 2009
Kabianga of Moi University(2007), anga.ac.ke/
Kabianga University College
Moi University Central Kenya http://www.karat
Karatina University Karatina 2013 Campus, Karatina University 2008 inauniversity.ac.
College ke/
Meru College of Technology
Meru University of http://www.must
Meru 2013 (1979), Meru University College 2008
S&T .ac.ke/
of S&T
Source: CUE (2015)
Industry Sector in IAC

 Among the top five largest companies in Kenya listed in Table 5.11, Safaricom is most
actively involved in IAC. Partnered with Strathmore University, it launched the facility
called “Safaricom Academy” in March 2011.
Table 51: Top Five Biggest Companies in Kenya
Kenya Airways  Founded in 1977

(www.kenya-airways.com)  Serving more than 100 flight destinations worldwide
 Public-private partnership company
Safaricom Limited  Formed in 1997
(www.safaricom.co.ke)1  More than 18 million subscribers
 Biggest mobile phone and communications provider in East
Africa
 72% of mobile phone subscribers
East African Breweries Limited  Founded in 1922
(www.eabi.com)
1
Two factors that contributed to the remarkable success of Safaricom are attributed to the per second
billing strategy (instead of per minute billing) and the introduction of M-PESA, Kenya’s most
prevalent mobile money transfer system (http://kenyaentrepreneur.hubpages.com/hub/How-
Safaricom-Became-The-Biggest-And-Most-Successful-Company-In-East-And-Central-Africa).
158
 One of the biggest brewery companies in East Africa with

many top beer and wine brands
Kenya Commercial Bank  Asset of more than $2.64 billion
Limited  Holds a network of about 170 branches in Kenya
(www.kcbbankgroup.com)
Equity Bank Limited  Indigenous Kenyan bank starting as a building society in
(www.equitybank.co.ke) 1984
 Asset of $1.7 billion
Source: http://kenyaentrepreneur.hubpages.com/hub/The-Top-Six-Biggest-Companies-In-Kenya-And-
Their-Shareholders.
 Nairobi as a hub of the East Africa region houses a number of international companies,
which can be tapped into for IAC partners. Numerous global top companies such as Google,
IBM, Nokia, Pfizer, Sony, Toyota, and Qualcomm are headquartered in Nairobi covering
the whole continent or East Africa. Some companies such as Nokia operate regional labs.
Table 52: Global Companies Headquartered in Nairobi
Company Covering
BASF Sub-Saharan Africa
Bank of China East Africa
Bharti Airtel Africa
BlackBerry Ltd East Africa and Central Africa
Bosch East Africa
Cisco Systems East Africa
Chartis Africa
China Central Television Africa
China Daily Africa
China Radio International Africa
Citibank East Africa
Coca Cola Africa
Diageo Africa
Eltek Sub-Saharan Africa
FirstCarbon Solutions Africa
General Electric Africa
Google Africa
GSM Association Africa
Heineken East Africa and the Indian Ocean
Hill International Sub Saharan Africa
Huawei East Africa
IBM Africa
Intel Corporation East Africa
ITF Africa
Kiva Africa
LG East Africa and Indian Ocean
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Mastercard East Africa

Merck KGaA Africa
Mitsubishi Motors Africa
Motorola Solutions Sub-Saharan Africa
NIIT East Africa and Central Africa
Nokia East Africa
Nokia Research Hub Africa, India and the Middle East
Pfizer East Africa
Pricewaterhouse Coopers East Africa
Qualcomm Sub-Saharan Africa
Sage Group East Africa
Scania AB Africa
Sony East Africa and Central Africa
Standard Chartered Bank Africa
Stratlink Global Africa
TNT East Africa and Central Africa
Toyota Africa
Visa Inc. Sub Saharan Africa
Xinhua News Agency Africa
Source: Wikipedia, International Companies with African Headquarters in Nairobi (rearranged)
Government Sector in IAC

 As far as IAC is concerned, one can find numerous government agencies to tap into for
resource mobilization. Two major line ministries directly involved in S&T and innovation
are the MOEST and the MIC. In addition to the two line ministries, numerous agencies are
active in the sector of research, innovation, and technology (RIT) sector.
Table 53: Visions, Missions and Objectives of Two Major STI Ministries
Ministry Ministry of Education, Science, and Ministry of Information and

Technology (MOEST) Communication (MIC)
Vision A national culture that prides in and actively Kenya becomes a world class center of
promotes science, technology, innovation excellence in ICT.
and
quality higher education for prosperity and
global competitiveness
Mission To develop higher and technical education To facilitate ICT development in Kenya
and enhance integration of STI into national
production systems for sustainable
development
Strategic  To strengthen technical capabilities  Develop and improve ICT
Objectives  To develop high skilled human resources Infrastructure
 To intensify innovation in priority  Ensure efficient Management and
sectors regulation of ICT sector
160
 To improve STI awareness  Increase productivity within the sector

 To increase Access and Equity in Higher  Capacity building within the ICT
Education and Technical, Industrial, sector
Vocational and Entrepreneurship  Improve national and international
Training connectivity
 To improve the Quality of Higher  Enhance provision of Communication
Education and TIVET Services
 To strengthen the Corporate Governance  Modernize and automate all public
Management Framework mass media establishments
 Accelerate the growth of Business
Process Outsourcing industry
 Formulate and implement appropriate
public policy and regulatory
frameworks to support ICT
development
 Provide equitable and affordable
quality information and
communications services
 Facilitate development of ICT based
industries for socio-economic
development
 Develop, promote and regulate the film
industry
 Promote and facilitate public private
partnership to enable innovations and
competition to accelerate the growth of
ICT industries
 Ensure equity and universal access to
the provision of ICT services.
 Build institutional, human resource and
R&D capacity in the ICT sector.
Source: Respective ministry website (www.education.co.ke, www.information.go.ke/)
Table 54: Semi-Autonomous Government Agencies in the RIT Sector
Autonomous and Semi-Autonomous Government Agencies Parent Ministry

1 Coffee Research Foundation (CRF) Ministry of Agriculture
2 Tea Research Foundation of Kenya (TRFK)
3 Kenya Sugar Research Foundation (KESREF)
4 Kenya Agricultural Research Institute (KARI)
5 Kenya Forestry Research Institute (KERFI) Ministry of Forestry and Wildlife
Ministry of Fisheries
6 Kenya Marine and Fisheries Research Institute (KMFRI)
Development
Ministry of State for National
7 National Museums of Kenya (NMK)
Heritage and Culture
8 Commission for Higher Education (CHE)
9 Public Universities
10 Higher Education Loans Board (HELB) MOEST
11 National Council for Science and Technology
12 All Public Technical Training Institute
161
13 Kenya Industrial Research and Development Institute (KIRDI) MIED

Ministry of Public Health and
14 Kenya Medical Research Institute (KEMRI)
Sanitation
15 Kenya Broadcasting Corporation (KBC)
16 Kenya Film Commission (KFC)
Kenya Information Communication Technology Board
17
(KICTB)
18 Postal Corporation of Kenya
19 Communication Commission of Kenya (CCK)
20 National Communication Secretariat (NCS)
Ministry of Information and
21 Communication Appeals Tribunal
Communications
22 Brand Kenya
23 Kenya Year Book Board
24 The East Africa Marine Systems (TEAMS)
25 Fibre Optic National Network (FONN)
26 Kenya College of Communication Technology (KCCT)
27 Gilgil Tele-communication Industries
28 Kenya Film Censorship Board
Kenya Institute of Public Policy Research and Analysis
29 Ministry of Planning, National
(KIPPRA)
Development
30 Kenya National Bureau of Statistics (KNBS)
31 National Crime Research Centre (NCRC) State Law Office
Source: Government of Kenya, “Research, Innovation, and Technology Sector: Medium Term
Expenditure Framework,” 2009-2012 (January 2009)
Best Practices for Benchmarking

IAC Best Practices in Korea
 As to the frequently observed gap between university research outcomes and industrial
impacts, the MIT Sloan school scholars have suggested seven guidelines for best IAC
practices (Pertuze, et al. 2011).
o Define the project’s strategic context as part of the selection process.

o Select boundary-spanning project managers.
o Share with the university research team the vision of how the collaboration can help the
company.
o Invest in long-term relationships
o Establish strong communication linkage with the university team.
o Build broad awareness of the project within the company.
o Support the work internally both during the contract and after, until the research can be
exploited.
 Forms and conditions of industry-academic collaboration vary widely as demonstrated in

the following table. These are highly successful cases of IAC in Korea and other countries.
Given that the New Institute aims to be a center of excellence in the training and R&D in
science, technology and innovation, the F/S team assesses the best approach to be an
162
intermediate model between the KAIST-Daedeok (strongly government-driven at the time

of inception) and SKKU-Samsung models (sprung out of industrial demands).
Table 55: Best Practices of IAC in Other Countries
Partners Key Features

 Science R&D-driven
 Created by a government-driven initiative
KAIST – Daedeok Special R&D
 Oldest R&D cluster in Korea
Zone (previously called Science
Town) or Daedeok Innopolis  Four specialized fields: IT convergence, Bio-
medical, Nano convergence, Precision
equipment
 Industry R&D-driven (Suwon Techno Valley)
 “Contracted departments”: creation of
Korea academic departments directly supplying the
Sungkyunkwan University (SKKU)
workforce for the industrial partner (e.g.,
–Samsung
Department of Semiconductor Systems
Engineering, Department of Software)
 Retraining of the industrial partner personnel
 Targeted to small and medium-sized
Korea Polytechnic University –
companies
Banwol-Shihwa Manufacturing
 Solution development for on-the-job technical
Complex
problems
 Clear focus on technological innovations
US: Stanford University – Silicon
 Vibrant ecosystem of venture capital, startups,
Valley
and university labs
 Centered around the industrial complex
Finland: University of Oulu – Nokia
International
and Intel  Co-lab project: graphical 3D technology
development
China: Tsinghua University –
 R&D-centered
Industry Cooperation Committee
 Heavy emphasis on technology transfer
(UICC)
Source: Korea Science and Technology Development Training & Consulting Program, INNOPOLIS
Daedeok, http://www.stp.or.kr/html/en/about/about_010202.html; http://www.semi.skku.edu/ and
http://soft.skku.ac.kr/; https://www.kicox.or.kr/home/duty/pilot_project01.jsp;
http://www.oulu.fi/english/news/2010/08/intel-and-nokia-establish-first-joint-research-laboratory-
university-oulu. See also http://www.cie.fi/.
IAC Framework for the New Institute

Potential Areas for IAC
 In order to conceive a successful operation of Kenya‐KAIST in its infant stages of
establishment, it is integral to organize and initiate distinct centers that would focus on
creating industry partnerships in the respective areas of student training, research, and
dissemination of information. The collaboration programs would also incorporate a tailored
training program for employees, faculty exchange programs to invite industry professionals
to teach at the university, and company sponsored researches.
163
 The attempt to align academia and industry needs to be supported by both parties
involved. Through successful alignment, students can accumulate industry expertise
whilst industries can acquire human capital that matches their needs. Another important
point is the positive participation of the government organizations, such as the Ministry
of Education and Science & Technology and the Ministry of Industrialization, for the
financial support as well as systematic assistance.
 Based on the analysis of Kenya’s industry, R&D performance of Kenya’s universities, and
the government strategic plan for industrial development, the following areas may be
recommended for the focus of IAC at the New Institute:
ICT
Electrical & Electronic Engineering
Civil (Environmental) Engineering
Agricultural and Biotechnology
Office of University-Industry Cooperation (OUIC)

 In order to promote IAC more actively, the creation of the Office of University-Industry
Cooperation (OUIC) at the early stage of the New Institute is strongly recommended, which
will be a central coordinating body on campus for all kinds of activities related to industrial
linkage.
 This is because lack of a central and unified office for university-industry cooperation can
risk trust between participating parties, as well as low compensation for contributors.
Establishment of an office dedicated to these affairs can contribute to building trust between
the university and industries, establish proper compensation schemes for professors,
students and other researchers involved, and thereby promote R&D in a manner that benefits
both the industries as well as the members of the university.
 As an office under the direction of the president of the university, OUIC will be primarily
concerned with projecting the future needs of the industrial sector, nurturing of human
resources in relevance to industrial needs, providing research direction for creation of new
knowledge and technology, and provide consultations for technology transfer to industries,
and so on.
Table 56: Management, Function, and Financing of the Office of University-Industrial

Cooperation (OUIC)
Management  OUIC is headed by one director.

 The Director is the chair of the board of directors of OUIC.
 The Director oversees and represents the OUIC, and is
nominated/supervised by the New Institute President.
 Rules regarding nomination follow the general bylaws of the New
Institute.
164
Functions  Oversees signing and implementation of university-industry

contracts.
 Manages accounts related to university-industry cooperation.
 Deals with affairs related to acquirement and management of
intellectual property rights, technology transfer, and
industrialization.
 Supports the running and maintenance of university facilities and
equipment.
 Provides compensation for employees with inventions.
 Plans the Institute’s overall strategy for industrial cooperation.
 Supports start-ups within the Institute.
 Supports employment of students and graduates in industries.
 Supervises and supports companies under the incubation center.
 Collects and provides up-to-date information on demands and
recent trends in university-industry cooperation.
 Trains staff in university-industry cooperation.
 Consigns industry-related intellectual property owned by faculty,
or co-owned by faculty and others.
Financing  Contributions or subsidies by the central or local governments.
Sources  Income generated as a result of industry-academia contracts, or
all other proprietary assets.
 Donations made under industry-academia cooperation.
 Income generated from any affiliated companies established by
OUIC.
 Income or dividends generated from the university technology
holding company.
 Income generated from lending of university facilities or
equipment to industries or other universities.
 As for the organizational structure, the following four models might be considered.
 Parallel (KAIST Example): The Office of Research Affairs and the Office of University-
Industry Cooperation are headed by different directors. The Office of Research Affairs
centrally manages in- and out-of-house research projects.
165
Office of the
President
Office of Office of Office of Office of

Academic Student Planning and ··· Research OUIC
Affairs Affairs Budget Affairs
 Independent: In-house research is managed by a separate department, whereas the OUIC

oversees only out-of-house research.
Office of
the
President
Office Office of
Office of
of Planning
Academic ···
Student and
Affairs
Affairs Budget
OUIC
 Serial: While the responsibilities of the Office of Research Affairs and the Office of
University-Industry Cooperation are separated with the former in charge of in-house
research and the latter out-of-house research, they share the same director and key
administrators.
166
Office of
the
President
Office Office of
Office of Office of
of Planning
Academic ··· Research
Student and
Affairs Affairs
Affairs Budget
OUIC
 Integrated: The Office of Research Affairs and OUIC are integrated taking charge of in-
and out-of-house research
Office of
the
President
Office of
Office of
Office of Office of University-
Planning
Academic Student ··· Industry
and
Affairs Affairs Research
Budget
Affairs/ OUIC
Table 57: Distribution of Types of OUIC in Korea
Type Parallel Independent Serial Integrated None Total

Number 38 109 65 135 23 370
(%) 10.3 29.5 17.6 36.5 6.2 100
167
University Technology Holding Company & Affiliated Company

 In the medium- ore long-run, the New Institute will be able to create companies on their
own. There are two types of companies that can be created on campus – a technology
holding company and an affiliated company.
 Technology holding company refers to an expert organization (corporation) dedicated to
the commercialization and industrialization of technologies and patents held by the
university through establishment of autonomous companies, joint ventures with external
companies, share acquisition of existing companies, and so on. The holding company
operates on projects through close collaboration with the Technology Licensing Office
(TLO), start-up incubation centers and the entrepreneurship center.
 There are three types of technology holding companies:
Autonomous: established solely and entirely on university investment.
Co-owned: established in partnership with an external organization or corporation.
Regional: established at a strategic location, in collaboration with several other
universities, research institutes, organizations, and so on.
 Affiliated companies may be created in two approaches.
One is based on the PUSH model, which creates a start-up based on in-house
technology. In this model, professors or students found a company out of their own
technology or ideas, and commercialization takes place in tandem with the founding of
a company.
The other is based on the PULL model, where an external company is acquired by the
university. In this case, an external researcher/entrepreneur strategically opting to take
advantage of the incubation program offered by the university. A private company co-
founding an affiliated company in the form of a joint venture through the university’s
university-industry cooperation program.
Industry-Linked Educational Programs

 It is strongly recommended that industry-linked education programs are installed at the New
Institute to link education, training, and employment. Three types of industrial linkage
programs are conceived as follows.
 (Customized Education with Employment Contract) In this arrangement Kenya KASIT
students receive extra stipends and are virtually guaranteed to be employed by the donor
company upon graduation.
The primary goal of this program is to produce innovative leaders who are capable of
applying theoretical knowledge over a broad range of problems and creating rapid
advancements in the areas of science and technology. The students are taught by both
outstanding faculties from KAIST and experts from the industry, so that they can
168
establish a solid foundation in theory with thorough understanding of the latest

technologies.
During their coursework, students may take courses offered by experienced engineers
from the industry and gain hands‐on engineering skills. Students can also participate
in cutting edge research projects by joining research laboratories led by world class
professors. All the students gain internship experience at the industry prior to
graduation in order to freely explore the divisions that they want to join after
graduation.
For students who meet certain qualifications, opportunities are to be given in order for
them to obtain a PhD degree while maintaining their employment status at their
respective industries. As an effort to familiarize the students with the globalized
industry, students will have a chance to visit international subsidiaries of Samsung
Electronics, IBM, and other top universities. Committed administration staffs will be
providing exceptional service for educational and career‐related subjects that are
crucial to the students.
 (Cooperative Education Program) Also called “co-op,” this is an academic program which
allows students to obtain professional work experience while attending the college. It is a
unique opportunity for students to apply their academic training to real world situations
in business and industry. The co‐op program provides the students with the chance to
combine classroom study with periods of paid professional employment directly related to
the student’s major and career goals.
Students benefit from the co‐op program in many ways. Co‐op work experiences
provide students with an opportunity to explore career interests and goals, use the
workplace as your classroom, and gain professional development. Student will
receive individual supervision and support to prepare for co‐op assignment and to
make a smooth transition from student to professional. Also student will be able to
enhance educational experience by applying what student learned in the classroom to
solve real world problems in industry.
Co‐op students would be the most successful in finding beneficial positions in
industry and the career will advantage from co‐op experience. From the co‐op program,
students will gain confidence that they can be successful in the workplace. Students
will also have the opportunity to further develop their interpersonal, communication
and leadership skills in a professional environment. Students can cultivate a network
of professional connections that will prove helpful over the course of career.
The co‐op staff is devoted to providing students with a co‐op experience that is
most suited to student’s career interests and goals. The co‐op office should have strong
on‐going relationships with industry and be able to connect students to organizations
that are seeking student particular capability.
 (Re-education Program) The foremost goal of this program is to produce and supply
competent engineers who will satisfy the requirements of the current and forthcoming
169
industries. Its major feature is that the compact trimester course system is conducted by a
combination of professional lecturers from the academy as well as the industry.
Students will conduct various projects in collaboration with leading industries and
incumbent industry professionals. With the experience gained from these encounters,
they may embark on becoming leading engineers after their graduation.
The academic department will operate training programs for advanced professionals
with more than one year of experience in the industry. Specifically, the objectives
of the department are to educate talented students, to maximize their full potentials in
planning and evaluating projects, to aid students in absorbing the fast tracking
technology, and lastly to guide students in becoming leaders who are equipped with
a global sense and capability.
Key elements of the courses offered in this program are as follows: (i) Development of
teaching materials and lesson schedules for all industry‐ academy collaboration
courses, (ii) Industry‐academy collaboration lectures from mandatory industry
professionals and vice‐versa to enhance transfer of up‐to‐date and state‐of‐the‐ art
technologies, (iii) Reflection upon demand from small and medium size venture
companies in the specific fields, and (iv) Development of the spot application
technology lecture that ensures the incorporation of specific contents demanded from
the industry.
Start-ups and Entrepreneurship Programs

 It is extremely important for companies to establish a healthy corporate system that operates
in a good cycle where creative minds can achieve progress and create jobs in order to
create and promote a knowledge-based economy. This necessitates the
establishment of a number of creative start‐up companies by graduates of top universities,
especially the New Institute.
 Start‐up companies can create many jobs as well as make a positive impact on the
economic growth. The Business Start‐up Support Center (BSSC) needs to develop
customized services based on new approaches for the coming era. These services must
be organized and targeted according to the stage of the firm’s development from the
preparation period to the establishment of the company.
Raising a start‐up firm is a rough process, solely based on fresh ideas and
technological development with the uncertainty on the future. The BSSC needs to do
its best effort to create a concrete start‐up ecosystem by achieving its role of
suggesting directions, supporting start‐up companies, and sheltering the difficulties of
entrepreneurs together. Start‐up firms are the solution that opens the door to the new
era of creative economies. The start‐up support center will take the lead in stimulating
start‐ups and creating jobs by developing the situation that makes it possible for anyone
to start a business with ease and convenience.
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The main functions of BSSC include: start‐up education, expansion of start-up

infrastructure on campus, start-up commercialization, start-up survey and research, and
creation of a creative environment for start-ups.
Technology Transfer Support

 Technology transfer is the process of transferring skills, knowledge, technologies, methods
of manufacturing, samples of manufacturing and facilities among governments or
universities and other institutions to ensure that scientific and technological developments
are accessible to a wider range of users who can then further develop and exploit the
technology into new products, processes, applications, materials or services. It is closely
related to and may arguably be considered a subset of knowledge transfer.
 The process to commercially exploit research varies widely. It can involve licensing
agreements or setting up joint ventures and partnerships to share both the risks and
rewards of bringing new technologies to market. Other corporate vehicles, e.g. spin‐
outs, are used where the host organization does not have the necessary will, resources or
skills to develop a new technology.
 Often these approaches are associated with raising of venture capital (VC) as a means of
funding the development process, a practice more common in the United States than in
the European Union, which has a more conservative approach to VC funding. Research
spin‐off companies are a popular vehicle of commercialization in Canada, where the rate
of licensing of Canadian university research remains far below that of the US.
 It is recommended to create the Technology T ransfer Support Center to support and
finance the commercialization of intramural research output at the New Institute. The
Center’s primary mission will be to promote and facilitate the transfer of Kenya‐KAIST
innovations for the benefit of the University community and the public. And its
responsibilities would include:
Administering intellectual property developed by Kenya‐KAIST researchers as a
result of Kenya–KAIST employment or use of Kenya‐KAIST resources;
Developing appropriate protection and transfer strategies to maximize the value and
usage of Kenya‐KAIST intellectual property;
Being a signatory authority for licenses and other intellectual property agreements;
Assisting and educating Kenya‐KAIST employees on matters related to intellectual
property rights (IPR).
Kenya-Korea Collaboration in IAC

University-Industry Cooperation with Korean Firms within Kenya
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 The popularity and awareness of Korean brands, such as Samsung, LG, Hyundai, in the
local market is heightened by Korea’s image related to high technology. As a result of
marketing strategies, the “Korea” brand image and awareness in Kenya and the larger East
Africa is being heightened.
 High tech products such as Samsung mobile phones, LG flat screen televisions and Hyundai
Automobile’s Sonata are products that are highly desired by East African consumers. These
brands have expanded their markets across the region, and have maintained a significant
level of market share within 10 years of entering the market.
Table 58: Korean Firms Active in Kenya
Firms Presence in Kenya

Samsung  Occupies 15% of Kenya’s market share for mobile phone with
Electronics built-in cameras
LG Electronics  Has established a corporate presence in Kenya, and is competing
with Samsung Electronics over market share for electronic
products and mobile phones.
Hyundai and Kia Each occupies 8% and 1% of Kenyan markets respectively.
Automobiles  Car models that are currently available in the Kenyan market are
Santa-Fe, Tucson, Hyundai H 100 Truck, Hyundai Accent,
Hyundai H 1 Mini van and Hyundai D 72 Truck.
 Kia Automobile has accessed the East African market through
Meashalls East Africa, and models such as Shuma, Cerato,
Picato, Sportage, Sorento, Carnival and K2700 are available for
purchase locally.
Hyundai  Hyundai Engineering has undertaken projects in the field of
Engineering power generation since 2012, starting with the expansion of
Olkaria I, a 140MW geothermal power plant within Hell’s Gate
National Park, 90 km northwest of Nairobi, and the construction
of Olkaria IV, another power plant of similar capacity.
 Olkaria geothermal plants have increased Kenya’s electricity
supply by 20%, and have contributed to the serious lack of
electricity in the country. Kenya’s total electricity generation is
approximately 1600MW as of 2015.
 Geothermal power potential in Kenya is approximately
7000MW, and is hence an optimal location for generation of
renewable energy, and it is expected that more projects will be
underway. Hyundai Electronics has thus been expanding its
influence in the Kenya market, and while it has increased is
capacity within Kenya, it has also been active in projects in the
larger Africa region as well.
Other Firms  Other Korean firms that remain active in Kenya include Hwan
Sung Furniture, Fursys, Kumho Tires, and Hankook Tires.
 These firms have display stores that are currently in operation,
and are seeking possibilities for expanding their stores to other
localities such as Mombasa, Kisumu, and Nakuru. The kitchen
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furniture market has displayed exceptional prospects in the recent

years.
 Fursys also operates a display store on Mombasa Road, and
Kumhoo and Hankook Tires, are well known as Korean brands.
 Strategic University-Industry Cooperation between Kenya and Korea

LG Electronics has been collaborating with the University of Nairobi and has
established a system air-conditioning academy, which offers courses on installation,
servicing and so on, but is only able to train on assembling of imports semi-
manufactured goods from Korea.
The New Institute could pair with LG Electronics by signing an agreement for the
establishment of a local manufacturing system, and operate a research center within the
New Institute.
By reducing costs such as distribution costs and taxes and thereby becoming more price
competitive, it will be possible to provide air conditioners to not only the Kenyan
market, but the entire East African region.
Samsung Electronics has been seeking opportunities for building an assemblage factory
in Kenya for electronic products, and the New Institute could host a research facility to
serve as the advanced base for Samsung Electronics, with the support of a consortium
composed of the Korean Embassy, KAIST, the New Institute and Samsung Electronics.
Samsung could benefit by reducing costs while expanding market share, and the New
Institute will have the opportunity to receive technology transfer and technical
education, and extend its influence in Kenya’s electronics industry.
Samsung Electronics also has plans for establishing an ‘engineering academy’ and
produce 10 thousand engineers in Africa. A collaborative strategy between Korea and
Kenya could allow the New Institute to play a large role in this plan.
The potential of geothermal power generation in Kenya is internationally competitive,
being able to supply 10 new power plants. Hyundai Electronics is pursuing the
establishment of several geothermal power plants by phase, including the Olkaria
power plants.
There is the possibility of collaborating with the Graduate School of EEWS at KAIST
and Hyundai Engineering for an education program for the construction, management
and maintenance of world class geothermal plants, and produce experts with
professional knowledge who can support future plants.
Strategies for ICT-Centered University-Industry Cooperation between

Kenya and Korea
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 Kenya is an ICT-hub of the region. Its Internet usage is up to 50% of the entire population,
increasing 5 times in 5 years. And the government is currently pursuing the establishment
of 4G communication infrastructure.
 Investments in ICT: According to Kenya’s Ministry of Finance, investments for
infrastructure in ICT is third highest in all investments allocated for 2012~2020.
Investments in ICT is approximately 7.85 billion USD (12.6%), which is surpassed only by
19.88 billion USD in energy, and 9.0 billion USD in roads.
Table 59: Investment Plans for Public Infrastructure by Sector Allocated for 2012~2020
Amount
Ranking Field Percentage
(billion USD)
1 Energy 19.9 31.8
2 Roads 9.0 14.4
3 ICT 7.85 12.6
4 Rail 7.248 11.5
5 Ports 4.800 7.7
6 Water Systems 4.567 7.3
7 Transportation Systems 3.723 5.9
8 Housing 2.901 4.6
9 Tourism 2.050 3.3
10 Local Government 2.000 3.2
11 Public Engineering Works 1.000 3.1
12 Airports .906 1.4
Total 62.176 100
 The Konza Technopolis Development Authority (KOTDA) is overseeing the development

of Konza Technopolis, aiming at becoming Africa’s larger Silicon Valley. The plans have
been underway since 2012, and have been officially launched in 2015. There are also many
projects involving free provision of PCs to primary and secondary schools, as well as major
large scale projects such as the introduction and expansion of 4G (LTE) networks. It is
expected that investment rate in the field of ICT will steadily increase.
 Kenya, half of the population having access to the Internet:
According to a report published by the Communication Commission of Kenya, the
number of Internet users in June 2015 has surpassed the 20 million mark, which makes
up approximately half the entire population of Kenya.
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The majority of Internet use is mobile Internet connection through mobile phones, in
addition to connection via PC and satellite data. With the provision of PCs throughout
primary and secondary schools, it is projected that the number of Internet users will
increase as more users from a wider age range will consume the services.
 Telecommunication companies in Kenya
Four companies are in operation in the telecommunication sector in Kenya: Safaricom,
Airtel, Orange (KenyaTelecom), and Yu (Essar Telecom), and Safaricom has the
greatest market share at 65.9%.
40% of mobile subscribers are also subscribed to a data plan, and Safaricom also
occupies a majority of the data service market at 75.6%.
 Banking, mobile money is a major trend
Mobile service providers each provide a banking service: Safaricom’s M-Pesa, Airtel’s
Airtel Money, Yu’s You Cash and Orange’s Orange Money. Total number of
subscribers as of June 2013 is at 2.5 million, which is a 27.3% from 2012. The number
of companies utilizing mobile money as of June 2013 is at 8,846, which is an 80%
increase from 2012.
According to Safaricom, who first introduced the mobile banking system, the service
was introduced in order to address needs of both urban and rural populations that were
unable to apply for standard bank accounts and services, and to provide these customers
with fast and safe banking services. In fact, there exist a total of 1362 bank offices in
Kenya, 50% of which are concentrated in the 3 largest cities in Kenya (518 in Nairobi,
108 in Mombasa and 57 in Nakuru) hence access to banking services in rural areas is
very limited.
Safaricom noted that PC penetration in Kenya was only at 10%, whereas mobile phone
penetration was steadily increasing, and that there was a high demand for bank offices.
M-PESA took advantage of these conditions and within 7 years of launching the
services, there were 17 million subscribers and made a revenue of 250 million USD.
Since the services only requires the user to own a mobile phone in order to be eligible,
the number of subscribers is expected to increase.
 Implications: By promoting various ICT-centered projects such as development of the
Konza Technolopolis, building a nation-wide 4G and LTE network, free provision of PCs
in public schools, introduction of electronic tax collection systems (payments through credit
card or mobile money made available since April 2014), and other various IT related
projects, Kenya is surely demonstrating its role as the IT hub of East Africa. Korean firms
with strengths in the IT sector will have many opportunities to enter the Kenyan market by
seeking opportunities in field such as IT contents development, smartphone app
development, provision of communications equipment or technological cooperation for the
expansion of communication infrastructure.
Especially, since the Transform Africa Summit 2013 held in Kigali, Rwanda, the
President of Kenya expressed interest in Rwanda’s LTE project that was underway
with a Korean firm. Following the Summit, the President of Kenya invited
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representatives of Korean firms to Nairobi in order to discuss the possibility of pursuing

similar projects in Kenya, increasing the possibility of Korean firms’ participation in
establishing a 4G LTE mobile broadband network in Kenya.
Plans for KAIST-New Institute University-Industry Cooperation in ICT

 The applications of ICT technology such as the Internet, mobile communication,
broadcasting in society have increased rapidly, and can have significant contributions to the
advancement and transformation of developing countries. Therefore, collaboration between
Korea’s international competitiveness and Kenya’s position as East Africa’s IT hub can
produce synergies.
 KAIST has established and is operating a Global Cooperation Research Center at Pangyo,
Korea’s advanced base for ICT, since 2015. By fostering a relationship of cooperation
between the New Institute and Pangyo, it will be possible to establish a foundation for
Kenya to gain access to world-class ICT technology, and promote nurturing of high-quality
human resources and strengthen capacity through technology transfers.
 KAIST Global Cooperation Research Center and the New Institute could co-establish a
foundation for applied research-based university-industry cooperation though liaison with
industrial sites. In addition, promoting high-quality deliverables from the New Institute that
can be transformed into industrialization in both Kenya and Pangyo can lead to a sustainable
relationship between the two schools.
Table 60: Support Programs for KAIST-New Institute ICT-Centered University-Industry

Cooperation
Support Program 1 Support Program 2 Support Program 3

⇓ ⇓ ⇓
󰊱 Industry-Customized 󰊱 Open R&BD   󰊱 Support for Global

Education   Entrepreneurship  
(Goal) Open University-
(Goal) On-site education for Industry Convergence (Goal) Support for global
skills that industries want Research market pioneering
Support for Kenyan model Direct operation of KAIST Simultaneous operation of
for on-line education ICT LAB Start-up, SK and other
platform EDU 3.0 KAIST programs
▪ Short-term Capstone ▪ Support through provision
▪ Identification of R&D
courses for strengthening of KAIST’s original R&D
problems facing Kenyan
problem-solving skills outcomes, IPR and high-
firms → Matching with
▪ Site-liaised problem-solving KAIST research group level researchers
courses ▪ Consulting for entry into
▪ (Following inspection)
▪New Institute -KAIST Operation of OpenLAB. overseas market of research
Entrepreneurship Camp (3 outcomes of the New
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days) ▪ IT/SW-centered research. Institute using the KAIST-

Silicon Valley network
Provision of KAIST EDU3.0 Program Customized for Kenyan Firms

 To facilitate the university-industry cooperation of the New Institute, one can consider
creating programs to nurture multi-talented individuals. Such individuals will be addressing
problems facing Kenyan industries through the process of “problem recognition 
discovery  conceptualization  solution seeking” by Creativity, Logic and Convergent
Thinking.
 These programs will offer courses on creative problem-solving, co-designing of curriculum
customized to industrial needs, and offer KAIST-New Institute double degree (Masters).
 Educational support for site-related (Capstone) creative problem-solving methodologies
includes the following:
Courses for building the ability to understand and connect the role of different
innovation actors in science, future society, and technology, and increase problem
identification and solving skills.
Theoretical accumulation of convergence education methodologies through problem-
centered case studies.
Site visitation of Kenyan industries for first-hand realization of the gaps between theory
and application, followed up with various experiments, research and education
methodologies for overcoming these gaps.
Continuous development of convergent forms of methodologies through the courses
offered, and actual application of the methods on site for problem resolution.
 By exploring methodologies that can best overcome the disparities between research results
of the New Institute and their application on site, the curriculum promotes (1) problem-
oriented explorative research education, and (2) education that promotes exploration of
various directions for potential spectrum of future problems.
For this, a team-based project methodology could be implemented that can effectively
nurture problem-solving skills, and thereby provide experiential opportunity to acquire
problem-solving methodologies possessed by creative talented groups, and establish
the New Institute’s competitive advantage.
Table 61: Example of Team-based Projects
Case of Team Project for Problem-Solving under Limited Conditions:

Embrace Infant Warmer
 Project undertaken as part of Stanford’s 20-week-long Design for Extreme Affordability.
 Low-price equipment that mothers can use, targeted for India where half the world’s low
birth-weight infants are born.
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 Equipment can be charged and used for 4 hours using hot water rather than electricity, and
has helped more than 3,000 babies following the completion of the project, was presented on
‘20/20’ on ABC News in 2012, has signed a global distribution contract with GE Healthcare,
and continues to strive for distribution in developing countries.
 Co-designed industry needs-based convergent curriculum for university-industry

cooperation
Aiming for co-designed curriculum that are able to reflect rapidly changing technology
trends by expanding adaptation of convergence technologies and shortening industrial
technology cycles.
Especially, for convergence research that are necessary for nurturing R&D capacities
and staff education of individual firms, convergent R&D will provide interdisciplinary
education-based nurturing of high-quality brains.
Co-designing of a Kenyan model of courses between industry and academia for a re-
education program for nurturing of new brains as well as existing researchers, who will
be able to carry out convergent R&D.
For a stable initial period of the New Institute, KAIST will need to (1) promote
exchange of university-industry human resources between Kenya and Korea, (2)
develop curriculum that is based on interdisciplinary education for collaborative
research, (3) introduce new exchange programs for staff, professors, and researchers
between the research centers.
 Support for introducing university-industry double degree and professional degree at the
New Institute
Establishing novel degree programs for professionals in specific, specialized fields.
Development of curriculum for the new degree program, customized course lectures,
research plans for degree, supervision of thesis, and coordination of opinion of partner
firm and the New Institute.
This will require a revision of the initial policy on degree conferral, revisions to
administrative rules regarding actual participation of firms in educational curriculum,
reimbursements regarding operations, and so on.
 Provision of the New Institute version of the university-industry convergence education and
research knowledge-related KAIST online course platform Edu 3.0
University-industry convergence always requires a repository of the sea of knowledge
that are needed to solve problems in all pertinent fields, and the KAIST online platform
will be supplied in a version that supports the Kenyan context.
Repository of knowledge of online courses on various fields
Timely and easy extraction of required information using a knowledge map
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Provide suggestions on lectures following extraction of knowledge for problem

solving
 In order to provide courses that are fitting to one’s needs and appropriate for one’s capacity,
extra short major courses of 5 to 15 minutes should be developed. The link between
individual courses should be analyzed to provide suggestions for future courses, hence
enabling students to receive the right information and education effectively.
 Major courses will be composed of contents that have been approved by both the partner
firm, the New Institute.
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180
Chapter 7: Architectural Plan
Site Overview
Geographical Location
SITE
Figure 34: Project Location
 Kenya lies on the equator with the Indian Ocean to the south-east, Tanzania to the south,
Uganda to the west, South Sudan to the north-west, Ethiopia to the north and Somalia to the
north-east. Kenya’s total area of the territory is approximately 581,309 km2 and has a
population of approximately 44 million as of July 2012.
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Architectural Overview
Table 62: Regional Data
Location
 Coordinates: 1°17′S 36°49′E
 Area: 696 km2
 Elevation: 1,661 m
Climate
Climate data for Nairobi

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Year
Record high °C 30.3 31.1 32.8 30.7 30.4 29.3 28.6 30.1 30.7 31.2 30.6 29.8 32.8
Average high °C 25.5 26.7 26.8 25.0 23.6 22.5 22.0 22.7 25.0 25.7 24.0 24.4 24.5
Daily mean °C 18.0 18.8 19.4 19.2 17.8 16.3 15.6 15.9 17.3 18.5 18.4 18.1 17.77
Average low °C 10.5 10.9 12.1 13.4 12.1 10.0 9.2 9.1 9.7 11.3 12.7 11.7 11.1
Record low °C 5.3 6.2 7.7 8.0 7.5 4.0 3.8 2.7 3.2 6.1 7.2 6.5 2.7
Rainfall mm 58.3 49.8 92.2 242.3 189.5 38.6 17.6 24.0 31.2 60.8 149.6 107.6 1,061.5
Avg. rainy days (≥ 1 mm) 4 4 8 16 13 5 3 4 4 7 14 9 91
Mean daily sunshine hours 9.3 9.5 8.6 6.8 6.1 5.3 4.2 4.1 6.0 7.3 6.6 8.3 6.8
Source #1: BBC Weather
Infrastructure
 Transport
Airports: Jomo Kenyatta International Airport, Wilson Airport, and Eastleigh Airport.
Train: Kenya Railways (KR) The line runs through Nairobi, from Mombasa to Kampala.
Bus: Four major bus companies operating the city routes and are the traditional Kenya Bus
Service (KBS).
 Highways: Highways connect the city with other major towns such as Mombasa, Machakos,
Voi (A109), Kisumu, Nakuru, Eldoret, Namanga Border Tanzania (A104), etc.
 Water supply and sanitation: 94% of water supply for Nairobi comes from rivers and
reservoirs and only 40% of those with house connections receive water continuously.
Understanding the Site

 Konza Technology City is located at the heart of Athi Kapiti plains within borders of the
wider planning region of the Nairobi Metropolitan Region (NMR) that comprise Machakos
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County to the North East, Kajiado County to the West and Nairobi County to its North
West. KTC is located to the South-East of Nairobi, 60 kilometers from the city center and
400 kilometers from Mombasa town. Makueni County is to the East of the technology city.
Figure 35: Konza Techno City Location
 The initial concept of the Konza Techno City derived from the concept of enhancing the
Kenya ICT platform to host business process outsourcing (BPO) ventures, a science park,
a convention Centre, shopping malls, hotels, international schools, and health facility
project was allowed by the Kenyan Government in the City of Makueni County with 5000
acres of land.
Current Conditions of Konza Technology City
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 The main centers around Konza include Malili, Nguluni, Salama. Muumandu, Konza
station, Katumani, Kasunguni, Ulu, and Ngiini. These centers are not well planned and lack
basic infrastructures thus providing only low level services.
 Map of Konza showing nearby cities
Figure 36: Site Location
 Pure Greenfield with minimum power lines
184
Figure 37: Site Photograph I
 Unpaved Road works
Figure 38: Site Photograph II
Climatic Condition of Konza
185
 Konza lies at an altitude of 600~1900 MASL with rainfall ranging annually from 150 mm
to 650 mm rendering the place categorized as Arid and Semi-Arid Lands. The average
temperature of Konza is about 26oC with two rainfall seasons during March-May and
October-December for long and short rains respectively.
Figure 39: Precipitation in Nairobi
Figure 40: Rainy Days in Nairobi
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Existing Infrastructure
 This is a greenfield with no significant infrastructures yet visible. Only temporary shelters
and water towers attest the minimum service being provided.
 Water Tower
Figure 41: Temporary Water Tower
Architectural Requirements
Architectural Plan
 A detailed Design Guidelines for Konza Technology City will be published by KOTDA in
late October 2015. Further detail discussion on Owner’s Requirement should be conducted
with KOTDA.
 Local natural environment and social, cultural, religious characteristics should put into
consideration of the design. The context around the project site should be taken into account,
and especially the building should be designed in harmony with the existing buildings.
 The client requirements should be listed carefully. Sufficient consideration is to be given to
flexibility and adaptability for any changes in requirements.
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 To enable the effective functioning of each building without impediment, the design should
provide rationality regarding organic spatial compositions and distribution of places in
proper sizes to maximize its effects with related costs minimized.
 The main University Building needs to design as a landmark to showcase the innovative
spirit and approach to research and education by the New Institute.
 Spatial composition and systems should be planned considering the behavior of the users
regarding local culture, religion, and habits in Kenya.
 Daylight control and natural ventilation plan should be taken into an architectural plan
considering the local climatic condition.
 In consideration of the climatic variations during the wet and the dry seasons, there would
be less damage from precipitation or problems in building over the wet season. And ‘finish’
materials should be selected for protection from daylight.
 Convenience for facility maintenance shall be considered. Since technological knowledge
of the users can be limited, the building should be planned so that the maintenance can be
as easy as possible.
 Relating existing facilities of campus, it should be planned considering accessibility,
recognition and enter of pedestrian and vehicle.
 It should be also considered into future extension and alterations.
 Direction and exterior space shall be planned to accommodate the needs of each site. And
it should be planned considering natural lighting, ventilation and view.
 The plan to preserve the layout of land and trees is needed as much as possible.
Mechanical System Plan
 The Mechanical System Plan needs to consider economic feasibility and maintainability as
well as the initial cost and running cost. The selection of the mechanical system is subject
to later extension and change.
(1) Water Supply System
o Ground water tank of elevated water tank is popular.
o Elevated water tank for new buildings is recommended.
(2) Heat Source and Hot Water Supply System

o The Heat Source and Hot Water Supply System appears to be unnecessary due to local climate,
but it may need small hot water supply equipment depending on the user’s needs or opinions.
(3) Drainage and Sewage System

o The underground septic tank will be installed to clean the drainage and sewage, and that
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would be disposed by natural discharge under the ground.
(4) Air Conditioning System

o It would be desirable to install individual air conditioner in each space considering the
operation and maintenance. Research on whether there is any space which need both heating
and cooling is needed.
(5) Ventilation System

o Since individual air conditioners are used, cost for maintenance and operation should be
minimized by maximizing natural ventilation. At the spaces where air conditioners are not
installed, ceiling type fan or wall type exhaust fan should be considered.
(6) Mechanical Fire Protection System

o Fire protection system should be installed in accordance with fire protection regulations
appropriate to the local condition.
Electrical System Plan
 The Electrical System Plan needs to consider efficiency of maintainability and

management. It should also consider reliability, safety, extension and flexibility for the
electric power supply. It needs to be planned in accordance with the purposes of saving
energy and preventing various disasters.
 Power Supply System
1) Power Inlet: The electricity is planned to be directly drawn from the near transformer, however
later re-examination of the exact necessary capacity is required.
2) Electric Room: While the Electric room is not needed since the electricity is drawn in directly
from near transformer, a space for installing the low voltage switchgear should be considered.
 Secondary Power Source System

1) Necessity of the Emergency Generator: Emergency generator for power outage.
2) Summary of Emergency Generator: The emergency generator is designed to automatically

operate for an emergency such as power outage and supply the generated power to the
emergency load. After the main electricity comes back on, it checks whether the electricity is
back completely and then automatically stops.
3) Emergency Generator’s Capacity: Emergency generator’s capacity follows electrical local

calculation which will be carried in design phase. Additionally the maximum duration of the
Kenya’s power outage should be surveyed.
4) Emergency Generator’s Installation Location: When selecting the location of the emergency
generator, the vibration and noise during the operation should be considered. Also a dedicated
space to install the switching device and low voltage switchgear for supplying the electricity
during the operation of the emergency generator is needed.
189
5) UPS and Storage Battery Equipment: During power outage, emergency generator is operated
and individual UPS will be supplied so that separate UPS and storage battery system are not
required during the construction.
 Information and Communication System

Integrated wire system, public address system, TV system, CCTV system, etc., should
be installed at minimum level considering the local condition where there is no
sufficient labor force and technology for maintenance.
Network composition is required in the rooms using computers such as network, server
room, and office.
 Fire Protection System
Even though the fire protection system should be installed in accordance with fire
protection regulations appropriate to the local condition.
Conceptual Design
Konza Technology City Master Plan
Figure 42: KOTDA's Master Plan
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Development Phases
 Initially, 4 phases for the entire 5000 acres of Konza parcel have been planned, with the
Phase 1 as shown being the first development. Of the first phase, the Phase 1A “Life Science
Band” plan was anticipated to be the first with 1B phases to follow. Now that the Kenya
Advanced Institutes of Science and Technology has shown the interest in Konza, the
University parcel will also be included at the same time as the Phase 1A plan. This would
mean that tentatively, there would be three phases to begin and University band phase
complete by year 2020.
 The establishment of the University Band infrastructure should be completed by 2017.
o Phase 1A (Life Science Band)
o University Band by 2017
o Phase 1B
Figure 43: Konza Phasing Diagram
Zoning
 Four Bands of Zoning (University, Residential, life Science, and Office) are arranged in the
north east directions anchored by the “Mixed Use Bar”. Among these bands, “Life Science
Band” has been selected as a first development plan to initiate the whole development and
will be followed by the “University Band” in order to facilitate the Kenya Advanced
Institutes of Science and Technology.
191
Figure 44: Master Plan Phase I
Figure 45: Master Plan Phase I & IA
192
University Band
 The University Band is expected to accommodate 6,500 students hosting world class
universities. However, there are no significant planning in the University Band at this
moment. This allows great flexibility for Kenya Advanced Institutes of Science and
Technology campus so as to use any parcels in the University Band.
Figure 46: University Band
Infrastructures
 Most essential infrastructures are included in Phase 1A development and the Kenyan
Government has assured the construction of essential infrastructures shall be conducted as
scheduled. (Red Line : 0~2Years / Green Line : 3~5Years)
193
Figure 47: Konza Infrastructure
194
Campus Plan
Land Usage
 Four upper Parcels of the University Band have been preselected for the site of Kenya
Advanced Institutes of Science and Technology campus.
Figure 48: Land Use
Zoning
 Each Parcel will consist of Faculty/Staff Residences, Hostels, Lab & Lecture, and
Administration Building.
195
Figure 49: Campus Zoning
Campus
 Space per Student (Korean University Regulation)
Table 63: Minimum Floor Area Per Student
Art, music
Arts and natural and physical
Engineering Medical
Science science education
school
Minimum floor
area per student 12 ㎡ 17 ㎡ 20 ㎡ 19 ㎡ 20 ㎡
 Standard area per student is proposed in accordance with “Regulations for University
Establishment and Operation” in Korea.
 We proposed to make the area larger than area per student in “Regulations for University
Establishment and Operation” in light of the higher-than-standard status or norm of EDCF
projects.
 In sum, the floor area per student will be more than 20 ㎡ in consideration of the fact that
the New Institute is a largely engineering-based school.
196
 Space per Student in Similar S&T Universities in Korea
Table 64: Floor Area per Student Comparison
KAIST UNIST DGIST POSTECH
45 ㎡/student 58 ㎡/student 87 ㎡/student 127 ㎡/student
 Average area per student of similar S&T-centered universities in Korea such as KAIST and
POSTECH is about 80 ㎡ as shown in the above table.
 The total number of residents (students and faculty/staff) of the Kenya Advanced Institute
of S&T campus is planned to be 1,000.
 In consideration of the total cost, the floor area per student is proposed to be 35 ㎡ which is
about 45% of similar S&T-centered universities in Korea.
 The total floor area to be established in the Kenya Advanced Institute of S&T campus is
35,000 ㎡.
 Master Space Plan
Table 65: Building Space Plan
Div. Total Floor Area(㎡) Remark

Administration BLDG 3,000 ㎡
Library 400 ㎡ 100 people (4 ㎡/person)
Campus Core Approx. 250 seats
Cafeteria 1,000 ㎡
(4 ㎡/person)
Total 4,400 ㎡
Lab / Lecture_1 12,400 ㎡ Faculty facility, Student
Education support facility, Admin
Lab / Lecture_2 8,400 ㎡ support facility
Facility
Total 20,800 ㎡
197
Approx. 200 students

Student 3,000 ㎡ ( 15 ㎡/person, Double-bed
Room)
Hostel Married 900 ㎡ 20 Units (45 ㎡/Unit)
Faculty and Staff 5,400 ㎡ 90 units(60 ㎡/Units)
Total 9,300 ㎡
Power Plant 500 ㎡
Etc.
Total 500 ㎡
Total 35,000 ㎡
 The above plan shows the university facilities necessary to establish and operate the
university in the initial phase.
 It consists of three separate buildings consisting of the campus core, the educational facility,
and a hostel. Note that the educational facility includes the lecture rooms, seminar rooms,
labs, and offices used by the students and faculty/staff members. When the university
gradually develops, additional buildings need to be built to meet the expanding needs of
research, education, and university administration.
 The floor area for educational facility is 20,800 ㎡, about 60% of the total area, to
accommodate the needs of a research-centered university.
 The hostel is proposed to accommodate the residential needs of the student and faculty/staff
members of the university residence given the location of the campus (Konza Technology
City). It is planned to be 9,300 ㎡ which is about 25% of the total floor area.
198
Figure 50: Campus Plan
199
Figure 51: Aerial View of Campus
200
Academic Program and Size
 Administration Building
Table 66: Areas for Academic Programs
Total use
Item Use area NO. of Rooms
area
Office 60 ㎡ 1 60 ㎡
Chancellor’s Office Recess room 30 ㎡ 1 30 ㎡
Secretary room 60 ㎡ 1 60 ㎡
Vice Chancellor’s Office 45 ㎡ 3 135 ㎡

Office Secretary room 10 ㎡ 3 30 ㎡
Head office 30 ㎡ 10 300 ㎡
Administrative Office 90 ㎡ 10 900 ㎡

Offices Storage 10 ㎡ 10 100 ㎡
Meeting room 20 ㎡ 10 200 ㎡
Admissions
office 30 ㎡ 1 30 ㎡
Etc.
Control center 90 ㎡ 1 90 ㎡
Exclusive use area 1,935 ㎡
Common use area 1,065 ㎡
Total area 3,000 ㎡
 Administration building has been planned better than regulations of “Universities Standards
and Guidelines, 2014” from CUE.
 Chancellor’s office has an area of 60 ㎡ and Vice chancellor’s office has an area of 45 ㎡.
Make these rooms comfortable.
 Administrative offices have been planned considering organization of university.
 Cafeteria
Table 67: Area of the Cafeteria
Item Use area NO. of Rooms Total use area
201
Cafeteria 500 ㎡ 1 500 ㎡

Faculty cafeteria 15 ㎡ 5 75 ㎡
Kitchen 270 ㎡ 1 270 ㎡
Exclusive use area 845 ㎡
Common use area 155 ㎡
 The campus will have an open cafeteria that is 500 ㎡ large and has more than 250 seats.
 Five faculty cafeteria have been planned with each of the area of 15 ㎡. This space shall be
flexible to combine rooms, if necessary.
 Educational Facility
Table 68: Area of the Educational Facility
NO. of Total use

Item Use area
Rooms area
Faculty Lab 30 ㎡ 35 1,050 ㎡
Faculty Facility
Student Lab 130 ㎡ 30 3,900 ㎡
Common Lab Basic & common lab 300 ㎡ 3 900 ㎡
5 rooms/dept. 60 ㎡ 15 900 ㎡
Lecture rooms Common lecture
room 160 ㎡ 3 480 ㎡
Faculty
Facility Seminar rooms 6 rooms/dept. 30 ㎡ 21 630 ㎡
Faculty meeting
room
3 rooms/dept. 90 ㎡ 10 900 ㎡
Faculty
1 room/dept. 160 ㎡ 4 640 ㎡
conference room
Common
equipment room
2 rooms/dept. 90 ㎡ 6 540 ㎡
Total 9,940 ㎡
Archive room 1 room/dept. 90 ㎡ 2 180 ㎡
Student Reading room 1 room/dept. 160 ㎡ 2 320 ㎡
support
Computer room 1 room/dept. 90 ㎡ 2 180 ㎡
facility
Common lounge 1 room/dept. 90 ㎡ 2 180 ㎡
Total 860 ㎡
Admin Dean’s Office 1 room/dept. 30 ㎡ 6 180 ㎡
support
facility Dept. office 1 room/dept. 90 ㎡ 6 540 ㎡
202
Technical room 1 room/dept. 90 ㎡ 6 540 ㎡

Storage 1 room/dept. 60 ㎡ 6 360 ㎡
Total 1,620 ㎡
Common use area 8,380 ㎡
 The educational building proposed in the above table meets higher standards than the
regulations of CUE’s “Universities Standards and Guidelines 2014.”
 It has been planned in consideration of the number of department and organization to be set
up in the Kenya Advanced Institute of S&T.
 The Dean’s office has an area of 30 ㎡ and the department office has an area of 90 ㎡. These
rooms, being more spacious than the CUE guideline, will make users feel comfortable.
(CUE “Universities Standards and Guidelines 2014” Dean’s Office: 18 ㎡.)
 Library
Table 69: Area for the Library

Storage 300 ㎡ 1 300 ㎡
Data room 100 ㎡ 1 100 ㎡
Total area 400 ㎡
 The university library will be placed on the first floor of the educational facility to save
space in the initial phase of the campus construction. Later a separate building is
recommended to be built to meet the expanding needs of the university.
 What is proposed here is an open library so as to easy and convenient access of users.
 Hostel and Faculty/Staff Residence
Table 70: Area for the Hostel

Room(double) 21 ㎡ 100 2,100 ㎡
Hostel Laundry room 15 ㎡ 5 75 ㎡
203

Room 30 ㎡ 20 600 ㎡
Laundry room 15 ㎡ 2 30 ㎡
Married
Dormitory
Exclusive use area 630 ㎡
Total area 900 ㎡
Room 50 ㎡ 90 4,500 ㎡
Faculty Exclusive use area 4,500 ㎡

Residence Common use area 900 ㎡
 The Hostel is proposed as the residence for students. It has its own restroom and shower
booth and each unit accommodates two persons. It allows users to rest and study with
comfort.
 A studio type-married dormitory for married student couples will have its own restroom
and shower booth.
 The Faculty Residence is for faculty/staff and their families. Each unit will have a living
room, a bedroom, a restroom and a shower booth.
Laboratory Types
 Typical Plan for Wet Laboratory
Table 71: Laboratory Unit Type Plan
Div. Dry Laboratory Wet Laboratory
Layout
Water
- Applied Applied
proofing
Exhaust General exhaust
204
Drainage General Drainage, Separate drain system for laboratory
Fume hood
- Applied Applied
Equipment
Electrical
Floor and wall Ceiling
Supply
- Mechanical Engineering
- Electrical/Electronic
Dept. Engineering
Agricultural Engineering/Biotechnology
- ICT Engineering
- Civil Engineering
 Some departments require wet-type (water-proof) laboratory with fume hood equipment to
meet their technical specifications. As far as the departments are clearly defined, the
laboratories can be specified either wet or dry type system.
 Chemical Engineering and Agricultural Engineering/Biotechnology are assumed to have
wet type laboratory among the initial six departments.
 Laboratory Type Plan (Direct and Indirect)
Table 72: Laboratory Type Plan
Div. Dry Laboratory Wet Laboratory
Diagram
Separate office and laboratory zones;

General Centralized open space for natural ventilation and lighting;
Customized planning
Feature Indirect link between laboratory and Direct link between laboratory and
Lab-Support room Lab-Support room
205
 Typical Plan for Dry Laboratory
Figure 52: Dry Laboratory
 This laboratory module will be 6.6m x 9m.

 The proposed laboratory is flexibly designed to respond to future changes in the lab
environment. Lab support protects researchers from dust and polluted air as it is separated
from the lab.
 The dry type laboratory is appropriate for experiments requiring mainly physical and
mechanical operations.
206
 Typical Plan for Wet Laboratory
Figure 53: Web Laboratory
 This laboratory module will be 6.6m x 9m.

 The proposed laboratory is flexibly designed to respond to future changes in the lab
environment. The lab support room is combined with the lab to help researchers conduct
experiments easily.
 The wet type laboratory is appropriate for experiments involving living organisms such as
biological experiments.
207
Dormitory Unit Type
Table 73: Dormitory Unit Type Plan
Div. Hostel Type Married Type
Layout
Dimension 3.6 x 6 m 4.2 x 7.2 m
Exclusive
21.6 ㎡ 30 ㎡
Area
Exclusive
+ Common 30 ㎡ 45 ㎡
Area
Area per
15 ㎡ 17.5 ㎡
Person
 The building for hostel type and married type is demarcated to preserve the privacy of
personal.
 Married-type has its own dining room. It may be converted into a studio type.
208
Faculty/Staff Residence Unit Type
Figure 54: Faculty/Staff Residence Unit Type
 The faculty/staff residence accommodates faculty/staff and their families. It is composed of

a living room, a bedroom, a restroom, a shower booth, a laundry room and a dining room.
 This design is based on the typical residential environment of Kenya.
Code and Regulation

 The proposed site, located in Konza City, has been planned in accordance with KoTDA
standards.
 As detailed guidelines for the University Band is expected to be completed from end of
2015~ early in 2016, the Euro code and US code shall be used for architecture structure.
 Summary of the “University Standards and Guidelines 2014 (Kenya)”
The following Code and Regulation summary is based on CUE’s “University Standards
and Guidelines 2014 (Kenya).”
Further investigation of the code and regulation of the New Institute needs to be
incorporated when educational system is finalized.
209
Table 74: CUE Code and Regulation
Division Program Remarks

lecture theaters or lecture rooms
departmental areas, staff offices and seminar
rooms
central administration offices
library
auditorium or lecture theatre
staff common rooms

Minimum facilities for university
student common rooms with indoor recreation
Facilities facilities
PHYL/STD/01 outdoor recreation facilities in form of games
or sports facilities
drainage system, proper sanitation and water
supply
health unit
ICT infrastructure
spaces of worship
a kitchen and cafeteria

Residential university
Dormitories, laundry and storage facilities
1) Administrative hub of the institution.
2) The seat of a university shall have an
Seat of the University = administration block
Seat of the University offices of the Vice Chancellor, and the Deputy 3) located at the main campus;
PHYL/STD/02 Vice Chancellor and other top university 4) Administrative buildings shall be
managers centrally located on the main campus and
must be so situated as to be clearly visible
and accessible from the road approach
600 student=at least 20 hectares
minimum total area set aside for open space
Land Requirements and car park = 1 hectares
PHYL/STD/06 outdoor sports for the first 600 students = at
least 2.5 hectares of land and at least 1 hectare
for every additional 200 students up to a
maximum of 5 hectares
every 8 female=1 W.C
every 10 male=1 W.C
every 25 male students=1 urinal stall Based on daytime use

every 16 students=1 wash hand basin
every 12 students=1 drinking water fountain
and a sanitary disposal facility
Public Health
1 W.C. per every 15 male students;
PHYL/STD/13
1 W.C per every 10 female students;
In a residential university
1 urinal per every 10 students;
1 wash hand basin per every 10 students;
1 bath or shower per every 10 students;
1 bath or shower per every 8 female students;
210
1 drinking water fountain for every 20

students; and a sanitary disposal facility.
Lecture Rooms and Offices
PHYL/STD/14 See below for m²/student
See below for m²/student
1 departmental office
1 head of department office: 18 m²
Staff offices and seminar rooms 1 secretary’s office

PHYL/STD/15
1 general office for a staff secretary
1 office for every 2 members of academic staff
shared academic staff: 18 m²
Non-academic staff: 7 m²
auditorium, a large lecture theatre or an
assembly hall
See below for m²/student
PHYL/STD/16
Teaching Laboratories, Hospitals,
Workshops and Studios See below for m²/student
PHYL/STD/17
A university offering Telecommunication
Engineering and related programmes shall
have laboratories with adequate space for Adequate space that is required for all the
digital and analog communication, activities is approximately 630 m² for 160
electromagnetic engineering, control and students, i.e., 3.9375 m² per student.
fiber – optics.
PHYL/STD/25
Food preparation of not less than 0.50 m²per
student
Dish washing and serving areas, of not less
than 0.50 m² per student
Catering and Accommodation Kitchen storage of not less than 0.50 m²per
PHYL/STD/28 student
Kitchen staff and services area of not less than
0.50 m² per student
A dining hall of not less than 1.25 m² of floor
area per student
2 Rooms used as student accommodation
single room, 8.00 m shall house not more than four students
accommodation 2 per room
PHYL/STD/30 double student room or cubicle, 14.00 m
2
three or four student room 18.00 m
cold water storage tank in each building with
sufficient capacity to meet not less than twenty
Utility Services
four hours demand from the building’s users or
PHYL/STD/31
a minimum water demand of 150 liters per day
per person
The building shall be provided with secure
windows; the effective areas of which shall not
be less than 20 % of the floor area of the room
and 75 % of the windows should be open able
Library Facility
to external air;
LIBR/STD/06
Each study space shall occupy between 2.5 and
4 m²
Each stack area for books shall be at least 10.75
m²
.
 Area per student
211
Table 75: Area per Student
Program Number of students m²/student

0-29 1.9
30-39 1.9
40-59 1.7
Lecture Rooms and Offices
60-99 1.7
100-149 1.7
150-299 1.5
Course m²/student
Arts and Humanities based programs 2.8
Biological and Physical Sciences based
9.0
programs
Human and Veterinary Medicine and
Staff offices and seminar rooms related programs
15.0
Engineering, Surveying and related
10.0
programs
Architecture, Planning, Building
Technology, Design and related 10.0
programs
Social Science based courses 2.8
Assignable space per seat

Number of Seats
in m²
60-100 0.9
Auditorium, a large lecture
theatre or an assembly hall 100-150 0.8
150-300 0.7
>300 0.6
Type of Laboratory m²/student

Agriculture Science Laboratory 2.80 - 3.70
Building Science Laboratory 3.70 - 4.60

Biological Health and Veterinary Science
2.70 - 4.60
Laboratory
Business Management Laboratory 1.90 - 2.80
Teaching Laboratories,
Hospitals, Workshops and Communication Laboratory 2.40 - 3.70
Studios
Education Laboratory 2.40 - 4.60
Engineering Laboratory (excluding
3.70 - 6.50
Mechanical)
Engineering Laboratory (Mechanical) 6.50 - 9.30
Fine Arts, Architecture and Design
2.80 - 4.60
Studio
Nutrition and Dietetics Laboratory 2.80 - 4.60
212
Architecture Permits
 NEMA (National Environmental Management Authority) and NCA (National Construction
Authority) currently receive and approve the architectural proposals. It takes about 2 or 3
months to get approval.
 In order to shorten the period of permit acquisition, Konza City is making attempt to amend
the law to enable KOTDA to perform approval by themselves.
Figure 55: Permit Acquisition Process
Similar Project Analysis for Cost Estimation

Strathmore University
Table 76: Strathmore University Fact Sheet
Estimated
Construction
Construction Construction Cost /
Cost / ㎡ Major Construction Materials Used
Completion ㎡
(Year 2007)
(Year 2015)
• Concrete / Concrete Blocks
• Blue & Yellow Natural Quarry Stone hand
dressed on site
• Hollow Brick partitions
• Steel
• Stainless Steel & Recycled Plastic Floor
60,000 Kshs/㎡ System 88,647 Ksh/㎡
2007
(USD 687/㎡) • Glass & Curtain Wall Fittings (Electrical & (USD 1,015/㎡)
Mechanical) & Solar panels (PV & for Hot
Water),
• Floor & Wall Tiles
• Gypsum ceilings & Partitions
• Aluminum Windows & Doors frames with
Flush MDF Doors
(Exchange Rate: 100Ksh = 1.145USD)
213
Student lounge Rear entrance
Entrance foyer Main Entrance
Figure 56: Strathmore University Campus Photograph
Figure 57: Strathmore University Business School Blueprints
214
Figure 58: Strathmore University Management Science Building Blueprints
Figure 59: Strathmore University Student Center Blueprints
University of Kabianga Kericho Kenya
Table 77: University of Kabianga Kericho Kenya Fact Sheet
Estimated
Construction Cost
Construction Construction
/㎡ Major Construction Materials Used
Completion Cost / ㎡
(Year 2010)
(Year 2015)
• Stone walling
106,000 Kshs/㎡ • Concrete floors and frames 135,286 Ksh/㎡
2010 • Steel Rebars
(USD 1,214/㎡) • Roofing sheets (USD 1,549/㎡)
• Glazed mild steel windows
215
Figure 60: University of Kabianga Kericho Kenya
JeonBuk Science University
Table 78: JeonBuk Science University Korea Fact Sheet:
Estimated
Construction Cost
Construction Construction
/㎡ Major Construction Materials Used
Completion Cost / ㎡
(Year 2010)
(Year 2015)
216
• THK24 Color Glass

1,950,000 Won/㎡ • Concrete floors and frames 169,249 Won/㎡
2014 • Steel Rebars
(USD 1,905/㎡) • Aluminum Sheets (USD 1,938/㎡)
• Curtain Wall
(Exchange Rate: 1USD = 1,023.41WON)
Figure 61: JeonBuk Science University Korea
217
Material Cost Analysis

Table 79: Material Cost Analysis
MEDIAN Material
PRICE A* PRICE B* IMPORT/
# ITEMS UNIT Cost in
(KES) (KES) LOCAL KES KRW KOREA
Steel
frames/
Metric
1 Rebar 275,000 140,000 local 207,500 2,456,800 762,500
Ton
/channels
/beams
2 Concrete m3 13,500 14,500 local 14,000 165,700 63,500
Bag
3 Cement 750 1,280 local 1,015 12,000 4,400
(50kg)
4 Sand m3 3,200 4,400 local 3,800 44,900 22,000
5 Brick Each 115 2,000 local 1,057 12,500 300
6 Pea-gravel m3 2,350 4,200 local 3,275 38,700 22,000
7 Glass m2 1,200 2,000 local 1,600 18,900 14,500

Light steel
8 frame m2 800 N/A local 800 9,400 22,100
ceiling
Wood
9 m2 500 600 local 550 6,500 N/A
formwork
Metal
10 window m2 6,500 6,500 local 6,500 76,900 224,000
frame
Concrete
11 m N/A N/A N/A N/A N/A 25,000
piles
Concrete
12 Each 130 120 local 125 1,400 700
blocks
Aluminum
panel
13 (Structural m2 N/A 12,500 local 12,500 148,000 102,300
insulated
panels)
85
1,740 190x190x3
14 Stone m2 [200mm 90 mm local N/A N/A N/A
thick] stone
walling
Asphalt 25,000-
15 Ton 47,000 local 36,000 426,200 800
concrete 32,000
4,500,000
(2x2m for 4,500,00
16 Elevator Each N/A IMPORT 53,280,000 42,785,000
up to 5 0
floors)
Exchange Rate: 1.00 KES = 11.72 KRW = 0.011454USD
* A= cost estimation provided by local architecture firm “L” * B= cost estimation provided by local architecture firm “S”
 This is an estimated construction cost provided by the local architecture firms.

 Most of costs tend to be higher than the Korean market price due to limited supply.
218
Labor Cost Analysis

Table 80: Labor Cost Analysis
MEDIAN Labor cost

PRICE A* PRICE B*
# ITEMS UNIT in
(KES) (KES) KES KRW KOREA
Construction
1 daily 1,500 1350 1,425 16,800 105,800
supervisor
Construction
2 daily 400 550 475 5,600 84,200
labor
3 Skilled labor daily 800 700 750 8,800 102,300
4 Assistant daily 400 550 475 5,600 103,500
5 Welder daily 800 700 750 8,800 129,100
6 Mason daily 800 700 750 8,800 122,400
7 Carpenter daily 800 700 750 8,800 123,600
8 Mosaic layer daily 800 900 850 10,000 126,400
9 Painter daily 800 700 750 8,800 115,300
10 Polisher daily 800 700 750 8,800 104,700
11 Plumber daily 1,200 900 1,050 12,400 108,700
Machine
12 daily 1,000 2000 1,500 17,700 112,300
operator
13 Surveyor daily 2,500 1500 2,000 23,600 150,400
Surveyor
14 daily 1,500 850 1,175 13,900 134,500
assistant
15 Electrician daily 1,000 900 950 11,200 150,400
Electrician
16 daily 400 600 500 5,900 134,500
assistant
Exchange Rate: 1.00 KES = 11.72 KRW = 0.011454USD
* A= cost estimation provided by local architecture firm “L” * B= cost estimation provided by local architecture firm “S”
 Kenyan labor cost is much lower than the Korean market price.
 Lack of local special or skilled labor forces and technicians will eventually increase the
average labor costs.
219
Spon’s African Construction Cost
Table 81: Spon’s African Construction Cost Analysis
2005 2015 Year 1(2016) Year 2(2017) Year 3(2018)

Division (Price per m²) (Price per m²) (Price per m²) (Price per m²) (Price per m²)
KSH USD KSH USD KSH USD KSH USD KSH USD
Universities 56,000 640 91,200 1,040 95,700 1,090 100,500 1,150 105,500 1,200
Colleges 59,000 670 96,100 1,100 100,900 1,150 105,900 1,210 111,200 1,270
Research 59,000 670 96,100 1,100 100,900 1,150 105,900 1,210 111,200 1,270
Facilities
Laboratories 78,000 890 127,000 1,450 133,400 1,520 140,000 1,600 147,000 1,680
Public 62,000 710 100,900 1,150 106,000 1,210 111,300 1,270 116,900 1,330
Libraries
Halls of 60,000 680 97,700 1,110 102,600 1,170 107,700 1,230 113,100 1,290
Residence
Offices 57,000 650 92,800 1,060 97,400 1,110 102,300 1,170 107,400 1,230
Source: Spon’s African Construction Costs Handbook, 2005 (100Kshs = 1.145USD)
220
Annual inflation rate: 5% (Based on the building council (JBC) issued by the Architectural
Association of Kenya)
 The construction cost of University of Kabianga Kericho is a bit high due to its location
(about 250KM far from central Nairobi). It is unfit to apply because of high logistic cost.
 The construction cost of Jeon-Buk Science University is a bit high considering Kenyan price
levels.
 After analyzing the material and labor cost, applying this cost is unreasonable due to the
high differences of unit price between Kenya and Korea.
 Given the results of consultation with architecture companies in Kenya and KOTDA, the
construction costs of Strathmore University and Spon’s African Cost Handbook looked
reasonable.
 Cost by facility shall be applied by Spon’s African Construction Cost considering numerous
facilities in campus (1,200USD ~ 1,330USD / m²).
Project Duration and Implementation Schedule for Construction

Project Duration
 Selection of Consultant (3 months)
Notice of Bidding, Preparation/ Evaluation of Proposal (3 months)
In general, selecting consultant for construction will take about 3 months as follows:
preparation of bidding, notice of bidding, period of writing bid document (30days),
evaluation of proposals, and contract agreement.
 Design Stage (9 months)
Basic Design (6 months)
Architectural consultant shall conduct site survey, collect requirements of users,
finalize architectural summary, and obtain basic information necessary for
design and start basic design
Consultant should get approval from PMU on basic design.
Detailed Design (3 months)
It is estimated to take around 3 months to make documentation for detailed
design based on the basic design approved by the Project Management Unit.
221
The consultant for construction will prepare the detailed design before
completing the basic design. He will also appoint a local consultant in Kenya to
make collaborative framework.
Local consultant is expected to facilitate the preparation of documentation
through in-depth analysis and review of local environment and regulation.
 Building Permit/ Bidding Preparation (3 months)
Preparation and Acquisition of Building Permit (1 month)
It is estimated that there will be a certain period required for reviews regarding
local codes and permit documents for obtaining building permit, to minimize
revisions and changes which can occur during the permit process
This will be processed after completion of basic design and approval of PMU
which is in charge of project execution, and this period included in detail design
phase.
Since the project is EDCF project executed by Kenya government, it is
necessary to simplify the permit process to a maximum degree, and this should
be stated in the condition of Loan Agreement between the governments of both
countries.
Preparation of Bid Documents (2 months)
Drawings, bidding guideline, BOQ (Bill of Quantity), specification, etc. shall
be quickly prepared so that the bid can begin as soon as building permit is
obtained. This period of 2 months is included in detail design phase.
Construction Bid and Bid Evaluation (Total 3 months: Construction Bid + Bid
Evaluation + Contract Negotiation)
Since it will be impossible to give public notice of bid as soon as the bid
documents are completed and submitted to client in reality, and beside bid
evaluation is completed and preferred company for the contract is selected,
negotiation period is also needed.
The 3 month period assigned here seems not enough, however, the period needs
to be minimized so that this period will not affect the whole period of the
project.
 Construction Period (24 months)
Mobilization (2 months)
After construction contract is concluded, the construction company needs a
preparation period for such as construction start report, selection of sub-
contractor, ground work and temporary construction work, etc.
Architectural consultant shall prepare to start construction supervision, and at
the same time set a cooperation system with local consultant.
222
Architectural supervisor will confirm the construction site and review the
commencement report of contractor.
Construction Period (21 months)
It is necessary for architectural consultant to designate full time Korean
construction supervision expert of an appropriate level on-site for the
construction period for the purpose of efficient construction supervision task
and prompt measures to be taken at the time of various conditions, and the cost
for this shall be calculated additionally.
Architectural consultant shall discuss transportation and installation time of
equipment through close cooperation with suppliers, and confirm whether there
is anything to be revised or supplemented through equipment installation and
test operation to give directions to the construction company.
Hand-over (1 month)
After construction is completed, the client shall perform final inspection on
constructed condition in architectural field, education equipment based on the
construction completion documents prepared, so that revisions and
supplementation can be done in an appropriate amount of time and transfer can
be processed for operation without delay.
Architectural consultant shall inspect building(s) and defect lists and guide that
contractor’s repairing defects can be performed thoroughly.
223
Chapter 8. Project Cost Estimation
Project Cost Overview

Project Cost Summary
 The total project cost is comprised of the construction cost, equipment & facilities purchase,
and consulting fees.
 The F/S Team has also estimated the ten-year operational cost to assist in GoK’s decision-
making for its size of financial commitment to this project.
The total direct project cost is estimated to be $59,460,973 ($49,988,673 for construction
& construction management, and $9,472,300 for equipment & facilities).
The consulting cost is estimated to be $5,153,596 for construction and $4,941,667 for
education and training.
The contingencies costs are estimated to be $6,945,678 with physical contingencies of
$3,477,812 and price contingencies of $3,467,866.
The E/F purchase cost is estimated to be $9,427,300. This includes (i) the purchases for
university-wide E/F including the ERP system ($3,910,000), (ii) the purchases for
departmental common E/F ($4,702,500), and (iii) the experimental E/F ($859,800).
The operational cost is estimated to be $151,684,119 for the one-year pre-phase and the
next ten-years. The size of the endowment fund is recommended to be 10% of the ten-year
operational cost, which is $14,920,318.
Itemized Project Cost

 The following tables list the project costs itemized into two parts: The first part is mostly
funded by EDCF and includes the project cost such as construction, E/F, consulting costs, and
contingencies. The second part is the operational cost that will be taken over by GoK once the
New Institute is ready to be launched.
225
Table 82: Project Cost Summary
(Unit: USD)
EDCF
Item Local
Foreign Currency Portion GoK Total
Currency EDCF Total
Part I Project Cost Korea 3rd Countries Portion
A Direct Cost 17,527,987 25,385,714 16,547,271 59,460,973 59,460,973
A1 Direct Project Cost (Construction) 16,826,187 16,706,214 16,456,271 49,988,673 0 49,988,673
A2 Direct Project Cost (Equipment) 701,800 8,679,500 91,000 9,472,300 0 9,472,300
B Consulting Cost 5,633,607 0 4,461,656 10,095,263 10,095,263
B1 Consulting Cost (Construction) 4,638,760 0 514,836 5,153,596 0 5,153,596
B2 Consulting Cost (Education) 994,847 0 3,946,820 4,941,667 0 4,941,667
D Base Cost 23,161,594 25,385,714 21,008,927 69,556,236 0 69,556,236
E Contingencies 2,007,602 2,654,831 2,283,244 6,945,678 0 6,945,678
F Service Charge [0.1% of EDCF] 76,805 0 0 76,502 0 76,502
G Taxes & Duties [Base Cost*25%] 0 0 0 0 17,389,059 14,865,243
Total (A~G) 25,246,001 28,040,546 23,292,171 76,578,415 17,389,059 91,443,658
Percentage of EDCF 32.97% 36.62% 30.42% 100.00%
Percentage of Total Project Cost 27.61% 30.66% 25.47% 83.74% 19.02% 102.76%
Part II Operational Cost (First 11 Years)
H Operational Cost 151,684,119
Wages & Salaries 77,341,542
Student Affairs 49,423,549
Research Affairs 14,830,000
Current Costs 10,089,028
I Endowment Fund 14,920,318
Total (G+H) 166,604,437
227
PART I: Direct Project Cost
Direct Project Cost
Construction & Construction Management Cost
 Construction Cost
The construction cost has been appropriated by the “University Band” infrastructure of
Konza Techno City that is to be completed by 2020. We apply the construction cost of
Spon’s African Construction Costs Handbook by facility types for unit cost calculation.
Table 83: Construction Cost Estimates
Construction cost Construction cost by

Total Floor
Div. per ㎡ facility
Area(㎡)
(USD, Year 3) (USD, Year 3)
University HQ/
Administration 3,000 ㎡ 1,230 3,690,000
BLDG
Campus
Library 400 ㎡ 1,330 532,000
Core
Cafeteria 1,000 ㎡ 1,200 1,200,000
Total 4,400 ㎡ 5,422,000
Lab / Lecture_1 12,400 ㎡ 1,270 15,748,000
Education
Facility Lab / Lecture_2 8,400 ㎡ 1,270 10,668,000
Total 20,800 ㎡ 26,416,000
Student 3,000 ㎡ 1,290 3,870,000
Married 900 ㎡ 1,290 1,161,000
Hostel
Faculty and Staff 5,400 ㎡ 1,360 7,344,000
Total 9,300 ㎡ 12,375,000
Power Plant 500 ㎡ 1,200 600,000
Landscape and Civil **10,000 ㎡
Etc.
Construction (Except in Total 50 500,000
Cost(in Campus) Floor Area)
Total 500 ㎡ 1,100,000
Total 35,000 ㎡ 45,313,000
GoK shall conduct the construction of campus outer roads, trees, street lamp, etc. GoK
shall also conduct the geotechnical and topographical survey for campus.
Due to the nature of EDCF projects, it is difficult to execute a project by Korean contractor
with the same cost where the construction work is executed by the local contractor. For
the purpose of comprehensive management and effective communication among the
related organizations and companies, a management team of selected Korean contractor

should be dispatched on the project.
Minimum of around 8%~15% of construction cost should be added as dispatched
management team cost, indirect cost and profit for the Korean construction company. The
dispatched management team cost of USD 3,971,916 (8.03%) is calculated as follows.
Landscape and civil construction cost (on Campus) is the consensus data from local
consultant and KOTDA.
**10,000 ㎡ : Sum of campus quad and landscape area except buildings and future
reserved site area.
After analyzing the construction cost of similar facilities on 2014 from Public Procurement
Service of Korea, the rate of general management cost, profit and overhead is 10.32%.
Table 84: Construction Cost Analysis

(Unit: %)
General management & Profit &

Item
Overhead (%)
New construction for
9.1
OOOO Technical Support Center
New construction for
11
OOOO Support Center
Extension for OOOO University
10.3
Social Integration and education support center
New construction
10.9
For OO Society Building
New construction for OOOO science University
10.3
OO building
Average 10.32
 Construction Management Cost

By the nature of EDCF projects, it is difficult to execute a project by Korean contractor
with the same cost where the construction work is executed by the local contractor. For
the purpose of comprehensive management and effective communication among the
related organizations and companies, a management team of selected Korean contractor
should be dispatched on the project.
Minimum of around 8%~15% of construction cost should be added as dispatched
management team cost, indirect cost and profit for the Korean construction company. The
dispatched management team cost of USD 4,675,673(10.32%) is calculated as follows.
229
Table 85: Construction Management Cost

(Unit: USD)
Unit Cost Qty Total

Item Person
(USD) (M/M) (USD)
Architect 11,407 1 24 273,777
Very High-Level
7,904 1 24 189,693
Engineer
Architecture
High-Level Engineer 6,852 3 24 493,309
Middle-Level
5,985 4 24 574,570
Engineer
Very High-Level
Direct 7,904 1 24 189,693
Mechanical Engineer
Labor High-Level Engineer 6,852 1 24 164,436
Cost Very High-Level
7,904 1 24 189,693
Electrical Engineer
Very High-Level
7,904 1 11 86,943
Civil Engineer
Subtotal 2,416,673
Architect 300 1 30Days 24 216,000
Very High-Level
300 1 30Days 24 216,000
Engineer
Architecture
High-Level Engineer 300 1 30Days 24 216,000
Middle-Level
300 2 30Days 24 432,000
Engineer
Very High-Level
Local 300 1 30Days 24 216,000
Mechanical Engineer
Staying
Cost
Very High-Level
300 1 30Days 24 216,000
Electrical Engineer
Very High-Level
300 1 30Days 10 90,000
Electrical Engineer
Subtotal 2,124,000
Airfare(Round Trip) 2,500 9 6Times 135,000
Total 4,675,673

* Labor cost is applied in accordance with the regulations of the KENCA and KIRA(2015)
* The dispatched labor cost is 150% of the Korean domestic labor cost.
230
Equipment & Facilities

 The following cost estimation for university equipment & facilities (E/F) is based on the list
of equipment presented in Chapter 5.
 It is recommended that university equipment purchase is to be gradually made. The following
distribution of purchase assumes a gradual buildup of E/F purchase with 40%, 20%, 20%, 15%,
5% of total E/F purchase to be made annually for the first phase of the operation of the New
Institute.
 E/F purchases of the second phase will be made as part of the current costs of the operational
budget.
Pre-Phase Phase I (6 Departments) Total

Item
Year 0 Year 1 Year 2 Year 3 Year 4 Year 5

Equipment & Facilities
1. University-Wide 3,910,000 3,910,000
2. Departmental Common 4,702,500 4,702,500
3. Experimental 859,800 859,800
Total 3,788,920 1,894,460 1,894,460 1,420,845 473,615 9,472,300
Consulting Cost (Construction)

 Architect and Engineer Standard Fees
An estimate criterion for consulting fee is the price on Year 2. Unit price standard for
construction management cost is the price on Year 3.
Table 86: Fluctuation Rate of Engineering Specialists Labor Cost (Recent 5 Years)
Average
2011 2012 2013 2014 2015
Rate (%)
Architect 1.81 1.27 1.45 0.00 1.75 1.26
Very High-Level Engineer 0.16 -0.04 -4.26 0.00 0.93 -0.64
High-Level Engineer 0.26 1.01 -0.16 0.00 1.68 0.56
Middle-Level Engineer -0.13 4.14 3.48 0.00 -3.49 0.80
Junior-Level Engineer 3.50 1.35 5.02 0.22 0.15 2.05
231
Table 87: Standard Fees

(Unit: KRW & USD)
2015 Year 1 Year 2 Year 3

KRW USD USD
Architect 340,765 333 337 341 346
Very High-Level Engineer 249,900 244 243 241 240
High-Level Engineer 208,973 204 205 206 208
Middle-Level Engineer 181,229 177 178 180 181
Junior-Level Engineer 140,862 138 140 143 146
*inflation rate 3%; * 1USD=1,023.41WON
Labor cost is applied in accordance with the regulations of the KENCA and KIRA(2015)
 Design Consulting
It is divided into direct labor cost, overhead cost, engineering fee and direct cost.
It is desirable that selected consultant(s) should hire local consultant(s) for acquiring
building permit and detailed design support.
Apply standard unit price for architectural engineering on Year 2.
Master architect and person who is in charge of campus core, education facility, hotel, and
infrastructure are necessary for smooth design progress.
Education facility : Very High Level Engineer(1 person)+Middle Level Engineer(1
person)+Junior Level Engineer(1 person)
Campus core facility : High Level Engineer(1 person)+Middle Level Engineer(1
person)+Junior Level Engineer(1 person)
Hostel facility : High Level Engineer(1 person)+Middle Level Engineer(1 person)+Junior
Level Engineer(1 person)
Table 88: Design Consulting Fees

(Unit: USD)
Unit Cost Qty Total

Item Person
(USD) (M/M) (USD)
Architect 7,511 1 6 45,063
Direct
Very High-Level
Labor Architecture 5,303 1 7 37,123
Engineer
Cost
232
Middle-Level
3,958 4 9 142,503
Engineer
Junior-Level Engineer 3,153 4 9 113,521
Professional Engineer 7,511 1 2 15,021
Structural
Middle-Level
3,958 2 6 47,501
Engineer
Mechanical
Middle-Level
3,958 2 6 47,501
Engineer
Electrical
Middle-Level
3,958 2 6 47,501
Engineer
Civil
Middle-Level
3,958 2 5 39,584
Engineer
Landscape
Middle-Level
3,958 2 5 39,584
Engineer
Subtotal 765,322
Overhead
110% of Direct Labor Cost 841,854
Cost
Engineering
20% of (Direct Labor Cost+Overhead Cost) 321,435
Fee
Direct Labor Cost Total 1,928,612
Airfare(Round Trip) 2500 7 4Times 70,000
Direct Local Staying Cost 300 7 28Days 58,800

Cost Car Rental 100 3 28Days 8,400
Insurance & Visa Fee 150 7 4Times 4,200
Direct Cost Total 141,400

Very High-Level
2,500 1 3 7,500
Engineer
Direct
High-Level
Labor Architecture 2,000 1 6 12,000
Engineer
Cost
Middle-Level
(Local 1,800 1 6 10,800
Engineer
Consultant)
High-Level
Structural 2,000 1 3 6,000
Engineer
233
High-Level
Mechanical 2,000 1 6 12,000
Engineer
High-Level
Electrical 2,000 1 6 12,000
Engineer
High-Level
Civil 2,000 1 3 6,000
Engineer
High-Level
Landscape 2,000 1 3 6,000
Engineer
Subtotal 72,300
Overhead
Cost
Engineering
Fee
Direct Labor Cost Total 182,196
Total 2,252,208
(Exchange Rate : 1USD=1,023.41WON)

* Local consultant fee have been agreed with the local consultant.
 Bidding & Contract
It is divided into direct labor cost, overhead cost, engineering fee and direct cost.
It is cost for construction bidding by field and support surveying.
Apply standard unit price for architectural engineering on Year 2.
Table 89: Bidding and Contract Fees

(Unit: USD)
Unit Qty Total

Item Person
Cost(USD) (M/M) (USD)
Architect 7,511 1 1 7,511
Architectur High-Level Engineer 4,542 1 3 13,627
e Middle-Level
3,958 1 3 11,875
Engineer
Direct High-Level Engineer 4,542 1 1 4,542
Mechanica
Labor Middle-Level
l 3,958 1 2 7,917
Cost Engineer
Electrical Middle-Level
3,927 1 2 7,854
Engineer
Civil High-Level Engineer 4,517 1 1 4,517
234
Middle-Level
3,927 1 2 7,854
Engineer
Subtotal 70,215
Overhead
Cost
Engineering
Fee
Airfare(Round Trip) 2500 5 1Times 12,500
Direct Local Staying Cost 300 5 10Days 15,000
Cost Car Rental 100 2 10Days 2,000
Insurance & Visa Fee 150 5 1Times 750
Total 207,191
 Construction Supervision
The supervisors should carry out field survey and inspection and construction supervision
and give technical consulting.
The construction supervision head resides on site for full period of construction. And other
supervisors visit the site for supervision periodically.
Apply standard unit price for architectural engineering on 2019.
Table 90: Construction Supervision Fees

(Unit: USD)
Unit Qty Total

Item Person
Cost(USD) (M/M) (USD)
Architect
7,511 1 24 180,253
(Local Staying)
Architect 7,511 1 12 90,127
Architecture High-Level
4,542 1 24 109,017
Engineer(Local Staying)
Direct Middle-Level Engineer 3,958 1 12 47,501
Labor Junior-Level Engineer 3,153 1 12 37,840
Cost Very High-Level
Structural 5,303 1 6 31,820
Engineer
Very High-Level
Mechanical 5,303 1 9 47,730
Engineer
Very High-Level
Electrical 5,303 1 6 31,820
Engineer
235
Very High-Level
Civil 5,303 1 6 31,820
Engineer
Very High-Level
Landscape 5,303 1 12 63,640
Engineer
Subtotal 655,658
Overhead
Cost
Engineering
Fee
Direct Labor Cost Total 1,652,257
Airfare(Round Trip) 2500 2 5 Times 25,000
Local Staying Local Staying Cost 300 2 630 days 378,000
Car Rental 100 2 630 days 126,000
Direct
Airfare(Round Trip) 2500 6 6 Times 90,000
Cost
Traveling Local Staying Cost 300 6 42 Days 75,600
Car Rental 200 2 42 Days 8,400
Insurance & Visa Fee 150 7 6 Times 6,300
Very High-Level
Architecture 2,500 2 12 60,000
Engineer
Direct Structural High-Level Engineer 2,000 1 6 12,000
Labor
Mechanical High-Level Engineer 2,000 1 9 18,000
Cost
Electrical High-Level Engineer 2,000 1 9 18,000
(Local
Civil High-Level Engineer 2,000 1 6 12,000
Consultant)
Landscape High-Level Engineer 2,000 1 6 12,000
Subtotal 132,000
Overhead
Cost
Engineering
Fee
Total 2,694,197
Consulting Cost (Education & Training)

Referential Data for Education Consulting Cost Estimation
 The base salary for the foreign (mostly Korean) professors dispatched to Kenya is derived as
the average of the following two figures for each rank of faculty:
 Survey of Full-Time Faculty Salaries of 4-Year Colleges and Universities (Congresswoman
Insook Park's Office, 2013): This survey is based on the reports from 180 schools and 205
campuses, and the most recent data are from 2013.
 Average of the faculty salaries of six engineering fields reported in US Chronicles of Higher
Education (2007~08): This survey contains salary information by field. Six fields relevant to
the New Institute's Programs were chosen for comparison: Agriculture & Agricultural
236
Engineering, Biological Sciences, Computer Engineering, Mechanical Engineering,

Chemical/Environmental Engineering, and Other Engineering)
Table 91: Salary Information for Different Faculty Ranks

(Unit: USD)
Source Full Associate Assistant

Survey of Full-Time Faculty Salaries of 4- 91,780 74,420 52,210
Year Colleges and Universities, Korea
Faculty Salary Data by Field, US Chronicles
of Higher Education 94,550 71,873 61,612
Average 93,165 73,147 56,911
Training in Kenya
 As evidenced by the experience of many universities, the first three years of establishment of
a new institution is critical for successful management and later expansion. Therefore, it is
recommended that intensive education and training support from the Korean side be given for
the initial three years.
 In this regard, the personnel to help setting up the New Institute must be comprised of the
following ranks:
University President who will be in full charge of the set-up and subsequent management
of the university;
Deans of the three initial faculties (at the rank of Full Professors) who will organize the
academic and student affairs of each faculty;
Chairs of the six initial programs (at the rank of Associate Professors) who will oversaw
the creation of the curriculum, recruitment of faculty members and students, and other
related matters.
Research Technicians who will supervise the purchase of experimental and educational
equipment as well as provide assistance in the use of advanced techniques and equipment.
Administrative Staff who will take charge of administrative functions required to the
effective operation of the initial phase of the New Institute.
 The following table shows the itemized cost distributions for education training that will take
place in Kenya.
237
Table 92: Cost Estimates for Training in Kenya

(Unit: USD)
Monthly
Trainer Rank Base Salary Cost Person Qty (M/M) Total
President 139,748 11,646 1 36 419,243
Deans (Full Professors) 93,165 7,764 3 36 838,485
Chairs (Associate
Professors) 73,147 6,096 6 36 1,316,640
Research Technicians 43,888 3,657 6 36 789,984
Administrative Staff 26,333 2,194 6 36 473,990
Other Items
Person or Qty (Month
Unit Cost Unit or Year)
Air Fares (1) 4,500 4 18,000
Air Fares (2) 2,500 18 45,000
Lodging
President 450 1 36 16,200
Deans 350 3 36 37,800
Chairs 300 6 36 64,800
Technicians & Staff 250 12 36 108,000
Car Lease 100 5 36 18,000
Insurance & Visa 150 22 3,300
Workshop Expenses* 4,500 28 126,000
Total 3,856,199
Note: (1) The President’s salary is proposed to be 1.5 times the Dean’s salary; (2) Technicians’ salaries
are proposed to be 60% of the Associate Professor salary; (3) Staff salary is proposed to be 60% of the
technician’s salary; (4) Air fares are two-tiered: business class for the President and Deans, and economy
class for others, (2) Workshop participants are all faculty members hired in Year 0 (i.e., 24 professors)
plus Korean professors and technicians.
Training in Korea
 The training of Kenyan faculty members in Korea is also important for the upgrading of their
educational and research skills. The training cost of the following table is designed for the one-
year stay of the half of the faculty recruited in Year 0.
 The course fee is based on KAIST's 2015 Summer Program Course Fee Schedule ($50 per
credit = $150 per course). The campus lodging is based on KAIST's 2015 Dormitory Fee
Schedule.
238
 The field trip fee includes car rentals, meals, local accommodations, field sessions,
administrative assistant compensation, etc.
Table 93: Cost Estimates for Training in Korea

(Unit: USD)
Item Unit Cost Person Month Total

Course fees 450 24 8 86,400
Lab experiment fees 200 24 12 57,600
Campus lodging 230 24 12 66,240
Other living expenses 1,500 24 12 432,000
Air fares 2,500 24 60,000
Program Assistants 1,500 2 12 3,000
Item Unit Cost Person Qty Total
Field trip 4,500 24 2 216,000
Total 921,240
 In total, with the 5-year average inflation rate of each country taken into account, the training
cost is summarized as follows.
Table 94: Total Cost for Education Consulting

(Unit: USD)
Adjusted for %
Item Amount Inflation Rate*
Training in Kenya 3,856,199 3,946,820 79.9%
Training in Korea 921,240 994,847 20.1%
Total 4,777,439 4,941,667 100%
* 7.99% for Kenya, 2.35% for Korea (Refer to Table 99)
Contingencies
 Contingencies are the amount to prepare cost increase due to the differences between the point
of project budget estimation and the point of project implementation. Contingencies are
composed of physical and price contingencies.
 For physical contingencies, 5% of the direct costs is applied to prepare against various changes
in the field condition once the project is launched.
239
For price contingencies, three types of inflation rates – Kenyan, Korean, and the World, each
averaged over five years (2010~2014) – were applied to the portion corresponding to each
country or region. The world average inflation rate is used for construction price contingencies
because it is hard to designate specific countries at this stage for various equipment and other
materials, whereas the US inflation rate was used for the equipment price contingences as most
equipment is likely to be purchased from American companies specialized in advanced
experimental equipment production.
Table 95: Inflation Rates - Kenya, Korea, and the World

(Unit: %)
5-Year
Year 2010 2011 2012 2013 2014 Average
Kenya 3.96 14.02 9.38 5.72 6.88 7.99
Korea 2.96 4.00 2.19 1.31 1.27 2.35
US 1.64 3.16 2.07 1.46 1.62 1.99
World
Average 3.52 4.98 3.73 2.63 2.51 3.47
Source: World Bank’s World Development Indicators 2015
 Contingencies are divided into EDCF (Korean, Third-Countries, Local Currency) and Local
(Kenya) parts considering the change in amounts and prices as well as the ratio by country of
origin.
Table 96: Ratio by Country of Origin

(Unit: %)
Foreign Currency Portion Local

Ratio by Country of Origin 3rd Currency
Korea Portion
Countries
Ratio (Construction) 33.66% 33.42% 32.92%
Ratio (Equipment) 7.41% 91.63% 0.96%
Ratio (Construction Consulting) 38.93% 30.30% 30.78%
Ratio (Education Consulting) 20.13% 0.00% 79.87%
Table 97: Physical Contingencies

(Unit: USD)
240
Foreign Currency
Budget (USD)
Physical Portion Local
Contingences Currency
3rd EDCF
Total Cost 5% Korea Countries Total
Construction 49,988,673 2,499,434 841,309 835,311 822,814 2,499,434

Equipment 9,472,300 473,615 35,090 433,975 4,550 473,615
Consulting
(Construction) 5,153,596 257,680 100,306 78,068 79,306 257,680
Consulting (Training) 4,941,667 247,083 49,742 0 197,341 247,083
Total 69,556,236 3,477,812 1,026,447 1,347,354 1,104,011 3,477,812
241
Table 98: Price Contingencies
(Unit: USD)
Year 1 Year 2 Year 3 Year 4 Year 5

Item Foreign Currency Portion Local Foreign Currency Portion Local Foreign Currency Portion Local Foreign Currency Portion Local Foreign Currency Portion Local
Korea 3rd Countries Currency Korea 3rd Countries Currency Korea 3rd Countries Currency Korea 3rd Countries Currency Korea 3rd Countries Currency
Construction 0 0 0 0 0 0 2,650,124 2,631,229 2,591,863 12,657,345 12,705,701 13,061,950 2,775,910 2,817,248 3,022,668
Equipment 0 0 0 0 0 0 147,378 1,822,695 19,110 226,253 2,788,468 30,956 385,933 4,739,961 55,716
Consulting (Construction) 0 0 0 526,605 409,858 416,356 646,749 508,918 539,555 661,920 526,600 582,673 338,723 272,448 314,618
Consulting (Training) 0 0 0 0 0 0 208,918 0 828,832 427,637 0 1,790,135 437,668 0 1,933,193
Yearly Sum 0 1,352,819 12,595,371 45,459,637 17,094,087
Total 76,501,913
Price Contingency 3,467,866
* The World Average inflation rate (3.47%) was applied for the 3rd Countries except the Equipment to which the US inflation rate (1.99%) was
applied.
Table 99: Physical & Price Contingencies (Total)

(Unit: USD)
Foreign Currency Portion

Local Currency
EDCF Total
Korea 3rd Countries Portion
2,007,602 2,654,831 2,283,244 6,945,678

Country of Origin
 Construction
 Korean construction material shall be selected if material isn’t manufactured in Kenya and /or
to improve performance of architecture.
 Using Korean material is encouraged to secure the architectural performance and promote
Korean product due to the fact that material quality in Kenya is a bit low especially in window,
finishing ant etc.
 Main material such as cement, rebar, sand, brick and etc. have better been selected that have
been manufactured in Kenya. Using the main material from 3rd country or Korea causes cost
increase and unstable supply.
 Material from 3rd country is reasonable if material cost is high in Kenya and/or material causes
high transport fee.
 Shares rate of construction cost have been planned; 33.66% in Korea, 33.42% in 3rd country
and 32.92% in Kenya.
Table 100: Shares Rate of the Construction Cost

(Unit: %)
Shares Rate of Construction Cost Shares Rate of Construction Cost
Rate Rate
Type Detail Type Detail
(%) (%)
Common Temporary Work 1.69 Waste Water Plumbing Work 1.18
Temporary Work 3.63 Floor Panel Work 0.02

Mechanical
Earth & Ramming Ground Work 1.51 (include Storm-Water Stroage Work 0.50
mechanical,
Reinforced Concrete Work 12.86 fire safety and Geothermal Installation(sub-contract) 10.49
geothermal)
Masonry Work 2.31 Extinguishment Equipment Work 0.99
Architecture
(include civil
Stonemasonry Work 5.70 Total 16.22
and
landscape)
Tile Work 1.70 Outdoor Electricity Lead-in Work 0.65
Waterproof Work 2.00 Power Substation Work 0.27

Electrical
(include
Metal Work 6.41 Electricity Line Work 1.10
electric and
fire safety)
Plastering Work 3.05 Power Equipment Work 0.51
Window Work 3.77 Lighting Equipment Work 3.45

Glass Work 3.05 Electric Heating Equipment Work 1.52
Painting Work 1.28 HVAC Work 0.32
Interior Finishing Work 8.00 Emergency Lighting Equipment Work 0.40
Interior Work 3.95 Outdoor Lamp Equipment Work 0.11
etc. Work 2.36 Lightning Protection & Grounding 0.32
Cost of Aggregate and Transport 0.53 CABLE TRAY Equipment Work 0.39
By-Product -0.08 Power Control Equipment Work 0.05
sub-Civil Work 2.95 Demolition Work 0.05
sub-Landscape Work 1.77 Electric & Fire Protection Work 1.78
Total 68.44 Total 10.92
Equipment Installation Work 0.31 Telecommunication Work 2.29
Outdoor Plumbing Work 0.11 CATV Equipment Work 0.46
Mechanical Plumbing Work @ Machine Room 0.74 Broadcasting Equipment Work 0.90
Tele-
(include
Heating Pipe Work 0.11 communication Emergency Bell Equipment Work 0.16
mechanical,
fire safety and
geothermal) Ventilation Duct Work 0.08 CABLE TRAY Installation Work 0.61
Sanitary Fixture Work 0.77 Total 4.42
Hot & Cold Water Plumbing Work 0.92 Grand Total 100.00
Legend ** ■ : Korea / ■ : 3rd Country / ■ : Kenya

Source: 2014 Construction Cost Analysis by Public Facility Type (Public Procurement Service of
Korea)
 Equipment & Facilities

While many advanced scientific instruments and equipment are produced by companies
of relatively more developed countries, some can be procured directly in Kenya. The
following table shows the summary of equipment purchase by country of origin, followed
by the detailed distribution for each type of E/F.
Table 101: Country of Origin Distribution for Equipment

(Unit: USD & %)
Foreign Currency Portion Local

Classification Currency Total
Korea 3rd Countries Portion
University-Wide E/F 460,000 3,450,000 0 3,910,000
244
Departmental Common E/F 137,000 4,565,500 0 4,702,500

Experimental E/F 104,800 664,000 91,000 859,800
Total 701,800 8,679,500 91,000 9,472,300
(%) 7.41% 91.63% 0.96% 100%
245
Table 102: University-Wide E/F by Country of Origin

(Unit: USD)
EDCF
Local
Currency GoK Total
No Name Maker or Model No. Price (US$) Korea 3rd Countries Portion
1 X-ray Photoelectron Spectroscopy Thermo Scientific / K-Alpha 400,000 400,000 400,000
2 LC-MS Varian / 1200L 120,000 120,000 120,000
3 NMR Bruker / AVANCE III 400 150,000 150,000 150,000
4 Thermogravimetric Analyzer Ta Instruments / Auto Q500 40,000 40,000 40,000
5 Differential Scanning Calorimeter Perkin Elmer / DSC4000 40,000 40,000 40,000
6 Dispersive microRaman UniRAMII 30,000 30,000 30,000
7 FT/IR Spectrometer Jasco / FT/IR-6300FV 30,000 30,000 30,000
ICP-MS for planetary material
8 Perkin Elmer / NexION 300X 120,000 120,000 120,000
analysis
9 HR FE-SEM Hitachi / SU8010 100,000 100,000 100,000
Cold Type Field Emission Scanning
10 Hitachi / S-4800 250,000 250,000 250,000
Electron Microscope
High Resolution X-Ray
11 Diffractometer for SiC single crystal Rigaku / SmartLab 200,000 200,000 200,000
quality evaluation
12 Digital Oscilloscope Teledyne LeCroy / wr606zi 30,000 30,000 30,000
High-Resolution Gas Chromatograph-
13 Leco / Pegasus GC-HRT 350,000 350,000 350,000
Mass Spectrometer
14 Confocal Microscope Lasertech / H12 40,000 40,000 40,000
15 UV-Vis-NIR Spectrophotometer Agilent Technologies / G9825A 30,000 30,000 30,000
Particle Sizing Systems(PSS) /
16 Particle size analyzer 20,000 20,000 20,000
AccuSizer 780A
Total 1,950,000 1,950,000 1,950,000
University ERP System
No Name Maker or Solution Price (US$)
Administration & Student Affairs
1 Oracle ERP, etc 1,500,000 1,500,000 1,500,000
Information Management
2 Group Portal/ SSO Email System, Portal 200,000 200,000 200,000
3 WEB Server(SW, HW) Apache, IBM/HP 50,000 50,000 50,000
4 WAS Server (SW, HW) Oracle, Sybase 100,000 100,000 100,000
5 Storage Hitachi/EMC, SAN 50,000 50,000 50,000
6 Back-up Veritas, Avamar 20,000 20,000 20,000
7 Network LAN Switch 20,000 20,000 20,000
8 Security Firewall (Web, DB) 20,000 20,000 20,000
Total 460,000 3,450,000 3,910,000
Grand Total 3,910,000
246
Table 103: Departmental Equipment by Country of Origin

(Unit: USD)
EDCF
Local
Currency GoK Total
No Name Maker or Model No. Price (US$) Korea 3rd Countries Portion
1 Lathe Hachon HL-380-750 3set 51,000 51,000 51,000
2 Milling Machine Hachon HMV-1100 3set 60,000 60,000 60,000
3 CAD/CAM 2 set 7,000 7,000 7,000
4 bench drilling machine SMD-360 1set 1,000 1,000 1,000
5 CNC Lathe CUTEX-160 1set 45,000 45,000 45,000
6 Band sawing machine WBS-320S 4,500 4,500 4,500
7 Stage unit Toshiba / 1x2000_6 150,000 150,000 150,000
Surface Roughness Measuring
8 Kosaka / SE3500 76,000 76,000 76,000
Instrumen
Agilent Technologies / Cary 5000 UV-
9 Universial Measurement System 100,000 100,000 100,000
Vis-NIR
10 Dynamic Materials Testing Machine Instron Corporation / 7860 150,000 150,000 150,000
Total 309,500 309,500 309,500
1 pulse pattern generator Keysight / N4960A N4951B-H32 80,000 80,000 80,000
2 Pcket generator Ixia / LSM1000XMVDC4-01 85,000 85,000 85,000
3 Vector Signal Generator Agilent Technologies / E4438C 55,000 55,000 55,000
4 Vector Signal Analyzer Agilent Technologies / E4440A 100,000 100,000 100,000
5 Spectrum Analyzer Agilent Technologies / E4443A 120,000 120,000 120,000
Semiconductor characterization
6 Keithley Instruments / 4200-SCS 35,000 35,000 35,000
system
7 network analyzer Agilent Technologies / E5071C 42,000 42,000 42,000
Real Time Digital Simulator for Opal-rt Technology / OP4500C-
9 83,000 83,000 83,000
electrical power eDRIVEsim
10 RLC Load Combination RLC LOAD_0001 100,000 100,000 100,000
11 Precision Power Analyzer Yokogawa / WT3000 150,000 150,000 150,000
Total 850,000 850,000 850,000
ICT Engineering
Baseband generator and channel
1 Agilent Technologies / N5106A 100,000 100,000 100,000
emulator
EnvisionTEC / Perfactory3 SXGA+
2 Rapid prototyping system 320,000 320,000 320,000
Standard
3 DMB Video Encoder KME-A10 45,000 45,000 45,000
4 Digital TV Signal Analyzer Rohde&Schwarz / MPEG-2,4 Player 53,000 53,000 53,000
5 SoC platform Pro Design Electronic 210,000 210,000 210,000

6 Serial Data Analyzer Teledyne LeCroy 90,000 90,000 90,000
Total 818,000 818,000 818,000
247
1 Microwave Organic Synthesizer MODEL 356000 70,000 70,000 70,000
2 PL Measurement System 100,000 100,000 100,000
3 UV-VIS-NIR Spectrophotometer SHIMADZU UV-3600 90,000 90,000 90,000
4 Hermetically Sealed System KK-021-AS with monitoring system 60,000 60,000 60,000
NICOMP 380 Sub-Micron Particle
5 100,000 100,000 100,000
Sizer
Organic & Thermal Evaporation
6 80,000 80,000 80,000
System
7 Hermetically Sealed System MODEL KK-021-AS 55,000 55,000 55,000
8 X-ray Diffractometer System 80,000 80,000 80,000
Physical and Chemical Absorption
9 BELSORB-MAX 150,000 150,000 150,000
System
Total 785,000 785,000 785,000
Civil Engineering
Model Mobile Loading System 1/3
1 Mls Test Systems Pty Ltd / MMLS3 170,000 170,000 170,000
scale
2 Infrared diagnostic system Nippon Avionics / h2640 83,000 83,000 83,000
Pine Instrument Company / AFG2
3 Portable Gyratory Compactor 70,000 70,000 70,000
SUPERPAVE Gyratory Compactor
Verdi, Avantes-bl / Blue laser405nm,
4 Acoustic Doppler Current Profiler 35,000 35,000 35,000
Spectrometer
Window performance measurement
5 KS F 2295 137,000 137,000 137,000
system
6 Road Survey Equipment 40,000 40,000 40,000
7 Density tester 30,000 30,000 30,000
8 Soft ground simulator 40,000 40,000 40,000
9 Heavy weight deflectometer KUAB / KUAB 240-1M 100,000 100,000 100,000
10 Particle Image Velocimetry Dantec Dynamics / PIV 150,000 150,000 150,000
Total 855,000 137,000 718,000 855,000
1 Confocal Microscope Witec / Alpha300RS 110,000 110,000 110,000
Becton Dickinson And Company /
2 Fluorescence-activated cell sorting, 400,000 400,000 400,000
FACSAria III
3 Ultra-centrifuge Beckman Coulter / Optima XE-100 100,000 100,000 100,000
4 Fast Protein Liquid Chromatography Ge Healthcare / AKTA PURE M 110,000 110,000 110,000
5 Ice maker Manitowoc SD-3303W3 3320 Lb 30,000 30,000 30,000
Total 750,000 750,000 750,000
Grand Total 137,000 4,565,500 0 4,702,500
248
Table 104: Experimental Equipment by Country of Origin

(Unit: USD)
EDCF
Local
Fore ign Curre ncy Portion
Curre ncy GoK Total
No Name Maker or Model No. Price (US$) Kore a 3rd Countrie s Portion
1 Muffle Box Furnace AJ-MB3-1-4 1 set 12,000 12,000 12,000
2 Digital Micronanometer FC012-4 5 sets 37,500 37,500 37,500
3 Tensile testing machine DEC 1T 1 set 25,000 25,000 25,000
4 Micro Vickers Hardness Tester 1 set 35,000 35,000 35,000
5 Signal Conditioning Amplifier 2100-4CHAN 8 sets 64,000 64,000 64,000
6 Photo Microscope System 1 set 9,000 9,000 9,000
7 Universal Testing Machine ADHU-50TC 45,000 45,000 45,000
8 Chary Impact Testing Machine DYD-103D 12,000 12,000 12,000
9 Suction Type Wind Turnnel SDW-300S 25,000 25,000 25,000
10 Michelson interferometer, Hologram 35,000 35,000 35,000
11 PC 10 sets 10,000 10,000 10,000
Total 309,500 299,500 10,000 309,500
1 Oscilloscope [Tektronix] TDS2022C 2,500 2,500 2,500
2 Function Generator [Tektronix] AFG3022C 4,000 4,000 4,000
3 Power Supply [ED] ED-333E 600 600 600
4 Multimeter [EZ Digital] DM-442B 350 350 350
5 PC 700 700 700
6 Monitor 19" 200 200 200
Total Sum(1~6) times 10 sets 83,500 74,500 9,000 83,500
ICT Engineering
1 PC 700 700 700
2 Monitor 19" 200 200 200
Total 40 sets 36,000 36,000 36,000
n-butane, iso-butane adsorption with
1 Ilhae system 8,600 8,600 8,600
molecular sieve 5A Volumetric
2 Schlenk line and reactor Han-tek 12,600 12,600 12,600
Constant temperature water bath and
3 2,000 2,000 2,000
reactor
4 Coupled tanks workstation Youngil system 40,000 40,000 40,000
5 Constant temperature water bath Seokwang scientific 1,600 1,600 1,600
6 Tensiometer Huecom system 13,000 13,000 13,000
Gel electrophoresis and imaging
7 BMS, Koram biotek 12,000 12,000 12,000
system
8 Stirrer, rotary evaporator Seokwang scientific 15,000 15,000 15,000
Total 785,000 785,000 785,000
Civil Engineering
1 PC 700 700 700
2 Monitor 19" 200 200 200
Total 40 sets 36,000 36,000 36,000
Eppendorf Xplorer® , single-
1 Pipette 3,000 3,000 3,000
channel(10sets)
HID Veriti® 96-Well Thermal
2 Polymerase Chain Reaction 10,000 10,000 10,000
Cycler, 0.2 mL
3 Spectrophotometer Jasco / V-67 40,000 40,000 40,000
4 Ph meter PPH-2108-S400NB(10set) 10,000 10,000 10,000
5 Micro Balance Mettler Toledo MX5 Microbalance 12,000 12,000 12,000
6 Stirrer Mixer MS-300(10set) 3,000 3,000 3,000
7 Shaker H1010 Incu-Shaker 10L 10,000 10,000 10,000
8 Laboratory Refrigerators Thermo Scientific™ Revco™ 12,000 12,000 12,000
9 Electrophoresis system Perkin Elmer / Labchip GX Touch-24 45,000 45,000 45,000
Total 145,000 145,000 145,000

Grand Total 104,800 664,000 91,000 859,800
249
Part II: Detailed Operational Costs

Assumptions and Referential Data for Operational Cost Estimation
 The estimation of operational costs for the New Institute largely followed the schemes of
KAIST and other top universities in Korea as summarized in the following table. They are
generally divided into: (i) wages & salaries, (ii) student affairs, (iii) research affairs, and (iv)
current costs.
Table 105: Operational Cost Classifications of Top Korean Universities
KAIST POSTECH Seoul National University

Wages &  Faculty salary Wages &  Faculty/staff Wages &  Faculty salary
Salaries  Staff salary Salaries salary Salaries  Staff salary
 Research salary  Retirement  Faculty/staff
package salary for
 Other affiliated
incentives primary &
secondary
schools
Student  Scholarship Student  Scholarship Student  Scholarship
Affairs  Student Costs (intramural & Costs  Other fees
research extramural)  Thesis/
programs  Experiment dissertation
 Student support fee review fees
experiment fees  Admission
review fees
Research  Funding for General  Electricity, Operation  E/F
Affairs research Manage- water & Management
activities ment  Communica- Manage-  General
tion ment Management
 Heating
 Taxes & fees
 Transportation
 Publication
 etc.
Facility  Building
Manag- management
ement  Equipment
management
 Landscape
management
 Facility
services
250
 Insurance,
leasing, etc.
Current  Water, Operation  Welfare
Cost electricity support
 Cleaning  Public relations
 E/F  Event, meeting
Maintenance cost, etc.
 Administrative
Operation
 Non tenure-
track faculty
 IT management
 Utilities, taxes,
etc.
Admission  Admission
management
Source: POSTECH, Accounting & Budget Plan (2015); Seoul National University, Public
Disclosure of Management Performance (2015)
 According to the Kenya Central Bank, the wage growth rate is 4.7%, the inflation rate is 3.6%,
the NPV conversion rate is 6.5%, and the economic growth rate is 5% as of 2012. Therefore,
the operation cost estimation applies these rates to calculation of yearly wages & salaries as
well as to contingency costs.
 Other assumptions for the operational cost estimation with supporting data are listed below. In
particular, the referential data for faculty salaries are presented separately. It is notable that the
average faculty salary of Kenya’s public universities has almost doubled over the span of five
years.
Table 106: Key Assumptions for Operational Cost Estimation
Item Content Notes

Student  20 students per MS (2 years of  KAIST admitted the first MS students in
Recruit- enrollment) 1973 and the first PhD students in 1975.
ment  5 students per PhD (4 years of
enrollment)
 Two-year lag in creation of PhD
programs after MS
Faculty  Ranges from 4 for the initial set-up  The faculty size of 10 is typically considered
Size phase (Phase 0) to 10 per department as the critical threshold of a stable academic
on average in regular phases (Phases department.
I and II)
Staff Size  Based on the 1:0.7 ratio of the  KAIST’s faculty-staff ratio is 1:0.8.
faculty-staff ratio
251
 The average faculty-staff ratio of top 4

Kenyan universities is 1:0.36 (Mwira, et al.
2007).
Exchange  0.5 exchange faculty members to  Note that the cost for Korean faculty dispatch
Faculty Korea per department to Kenya is much higher.
Size  0.5 exchange faculty members per
department to Kenya for Phase I, 0.4
for Phase II
Faculty &  $130,000 for the President  The president’s salary is typically three times
Staff  $64,000 for regular faculty on that of average regular salary in Korea.
Salaries average  The faculty salary of KAIST at the time of its
 $25,600 for technical staff on foundation was almost three times that of top
average universities in Korea.
 $19,200 for administrative staff on  The faculty salary in Kenya includes housing
average allowances.
 Retirement benefits costing 50% of  With the 33% salary and 17% housing-
the sum of the salaries across all allowance raise negotiated in 2014 between
types of faculty/staff  Assumed to the state universities and three academic
incur in Phase II workers’ unions, the most senior professors
earn a consolidated monthly pay of around
US$3,300, while junior professors make
US$1,757 (Munene 2014).
 Kenya’s Public Pension Scheme is on the
defined benefits (DB) basis, which targets
75% of basic salary after 30 years of service
or 50% of the total remuneration.
Exchange  $20,000 for Kenyan faculty to Korea  Korean exchange faculty salary is
Faculty  $70,000 for Korean faculty to Kenya substantially higher due to the much higher
Salary living standards of Korea.
Research  $20,000 for basic faculty research  KAIST like other top-notch universities offer
Support support competitive start-up research funds for
incoming faculty members, ranging from
$40,000 to $300,000 depending on field and
specialty.
Student  $6,000 for MS students  This includes tuition, living expenses, and
Cost  $12,000 for PhD students research support.
Current  5% of the sum of Wage/Salaries,  KAIST’s current cost is 5% of the sum of
Cost Research Affairs, and Student those three items.
Affairs for Phase I
 8% of the same sum for Phase II
252
Table 107: Faculty Salaries of Kenyan Public Universities (2009)
(Unit: USD)
Associate
Rank Senior Lecturer Full Professor
Professor
Basic Salary Monthly Yearly Monthly Yearly Monthly Yearly
Low 500 6,000 630 7,560 670 8,040
High 650 7,800 820 9,840 960 11,520
Basic Salary Average (A) 575 6,900 725 8,700 815 9,780
Housing Allowance (B) 460 5,520 500 6,000 530 6,360
Sum (A+B) 1,035 12,420 1,225 14,700 1,345 16,140
Average of All Ranks 14,420
Source: University World News (September 2009, www.universityworldnews.com)
Table 108: Faculty Salaries of Kenyan Public Universities (2014)
(Unit: USD)
Rank Senior Lecturer Full Professor

Monthly Yearly Monthly Yearly
Basic Salary (A) 1,549 18,582 2,425 29,095
Housing Allowance (B) 649 7,792 812 9,740
Sum (A+B) 2,198 26,374 3,236 38,835
Average of All Ranks 32,605
Source: Standard Digital News (March 2014, www.standardmedia.co.ke)
253
Estimates of Each Component of Operational Costs
Table 109: Cost Estimation for Wages & Salaries

(Unit: USD)
Pre-Phase Phase I (6 Departments) Phase II (10 Departments) Total

Item
Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 1 Year 2 Year 3 Year 4 Year 5
I. Wages & Salaries
1 1 1 1 1 1 1 1 1 1 1
President
130,000 130,000 130,000 136,110 142,507 149,205 156,218 163,560 171,247 179,296 187,723 196,546 1,742,411
24 24 36 48 60 76 76 84 92 100 100
Faculty (#) 64,000 64,000 64,000 67,008 70,157 73,455 76,907 80,522 84,306 88,269 92,417 96,761
1,536,000 1,536,000 2,412,288 3,367,554 4,407,286 5,844,943 6,119,656 7,081,730 8,120,721 9,241,733 9,676,095 59,344,005
0 5 5 5 5 5 10 10 10 10 10
Staff (Research) (#) 25,600 25,600 25,600 26,803 28,063 29,382 30,763 32,209 33,723 35,307 36,967 38,704
0 128,000 134,016 140,315 146,910 153,814 322,087 337,225 353,075 369,669 387,044 2,472,155
0 12 12 12 12 12 30 30 30 30 30
Staff (Dept) (#) 19,200 19,200 19,200 20,102 21,047 22,036 23,072 24,157 25,292 26,481 27,725 29,028
0 230,400 241,229 252,567 264,437 276,866 724,696 758,757 794,418 831,756 870,849 5,245,974
4 5 13 22 30 41 25 31 36 42 42
Staff (Univ) (#) 19,200 19,200 19,200 20,102 21,047 22,036 23,072 24,157 25,292 26,481 27,725 29,028
76,800 94,080 267,362 456,725 663,297 952,880 608,745 778,990 963,894 1,164,458 1,219,188 7,246,418
Staff's Retirement Benefit 198,469 228,199 260,285 294,883 308,743
Sub-Total (I) 1,742,800 2,118,480 3,191,005 4,359,667 5,631,135 7,384,720 8,137,212 9,356,148 10,671,689 12,090,223 12,658,464 77,341,542
 Faculty salary was initially proposed to be 40,000USD. It was adjusted based on the comments of the Kenyan PIT that suggested
55,000USD as well as those from the final review.
Table 110: Cost Estimation for Student Affairs

(Unit: USD)

Item
II. Student Affairs
0 120 240 240 240 240 380 520 520 520 520
MS Students (#) 6,000 6,000 6,000 6,282 6,577 6,886 7,210 7,549 7,904 8,275 8,664 9,071
0 720,000 1,507,680 1,578,541 1,652,732 1,730,411 2,868,589 4,109,932 4,303,099 4,505,345 4,717,096 27,693,425
0 0 0 30 60 90 150 180 230 280 300
PhD Students (#) 12,000 12,000 12,000 12,564 13,155 13,773 14,420 15,098 15,807 16,550 17,328 18,143
0 0 0 394,635 826,366 1,297,808 2,264,675 2,845,338 3,806,588 4,851,910 5,442,803 21,730,124
Sub-Total (II) 0 720,000 1,507,680 1,973,176 2,479,099 3,028,219 5,133,264 6,955,270 8,109,687 9,357,255 10,159,899 49,423,549
 Student costs include all student expenses such as tuition support (i.e., waiver), basic student research fund, and other support. They
were initially proposed to be 4,000USD and 9,000USD. Again based on the comments of the PIT that it must be doubled, the adjusted
costs were used for this calculation.
Table 111: Cost Estimation for Research Affairs

Item
III. Research Affairs
III-1. Faculty Research Program
20,000 480,000 480,000 720,000 960,000 1,200,000 1,520,000 1,520,000 840,000 920,000 1,000,000 1,000,000 10,640,000
III-2. Exchange Program
0 6 6 6 6 6 10 10 10 10 10
# of Kenyan Faculty to Korea
20,000 0 120,000 120,000 120,000 120,000 120,000 200,000 200,000 200,000 200,000 200,000 1,600,000
2 3 3 3 3 3 4 4 4 4 4
# of Korean Faculty to Kenya
70,000 140,000 210,000 210,000 210,000 210,000 210,000 280,000 280,000 280,000 280,000 280,000 2,590,000
Sub-Total (III) 620,000 810,000 1,050,000 1,290,000 1,530,000 1,850,000 2,000,000 1,320,000 1,400,000 1,480,000 1,480,000 14,830,000
255
Table 112: Cost Estimation for Current Costs

Item
IV. Current Costs
1. Water/Electricity 29,535 45,606 71,859 95,286 120,503 153,287 305,410 352,628 403,628 458,550 485,967 2,522,257
2. Cleaning, etc. 12,995 20,067 31,618 41,926 53,021 67,446 183,246 211,577 242,177 275,130 291,580 1,430,782
3. E/F Maintenance 17,721 27,364 43,115 57,171 72,302 91,972 183,246 211,577 242,177 275,130 291,580 1,513,354
4. Admin Operation 30,716 47,430 74,733 99,097 125,323 159,418 317,626 366,733 419,773 476,892 505,406 2,623,147
5. Non-TenureTrack Faculty 11,814 18,242 28,743 38,114 48,201 61,315 122,164 141,051 161,451 183,420 194,387 1,008,903
6. IT Management 5,907 9,121 14,372 19,057 24,101 30,657 48,866 56,421 64,580 73,368 77,755 424,204
7. Utilities/Taxes 3,544 5,473 8,623 11,434 14,460 18,394 36,649 42,315 48,435 55,026 58,316 302,671
8. Public Relations 5,907 9,121 14,372 19,057 24,101 30,657 24,433 28,210 32,290 36,684 38,877 263,710
Sub-Total (IV) 118,140 182,424 287,434 381,142 482,012 613,147 1,221,638 1,410,513 1,614,510 1,834,198 1,943,869 10,089,028
 The current cost estimation is benchmarked on the KAIST annual budget. The current cost takes up 8% in case of KAIST, based on
which the share of the current cost for the New Institute is assumed to be 5% for Phase I and 8% for Phase II.
Table 113: Distribution of Current Cost Items
Percentage for Each Item

Current Cost Items
Phase I Phase II
Water/Electricity 25% 25%
Cleaning, etc. 11% 15%
E/F Maintenance 15% 15%
Administration Operation 26% 26%
Non-Tenure-Track Faculty 10% 10%
IT Management 5% 4%
Utilities/Taxes 3% 3%
Public Relations 5% 2%
Total 100% 100%
256
257
Endowment Fund
Purpose and Utility of the Endowment Fund
 In order to ensure excellence in research and teaching as well as financial stability and
sustainability of the New Institute, it is crucial to create an endowment fund, which will support
a wide range of programs and activities including star faculty recruitment, extra-incentives for
faculty search and research such as extra faculty research set-up fund support, and support for
start-ups by faculty and students.
 Typically the purpose of the university endowment is to invest it and retain the investment
income (i.e., interest) for various needs of the university. Most university endowments have
guidelines for how much of each year’s investment income is to be spent. For instance,
Harvard’s endowment payout rate is 5~5.5%.
Table 114: Ten U.S. Universities with the Largest Endowments
(Unit: 1 Billion USD)
School Name Endowment

Harvard University $35.883
University of Texas System (system-wide) $25.426
Yale University $23.900
Stanford University $21.446
Princeton University $20.996
Massachusetts Institute of Technology $12.425
Texas A&M University System (system-wide) $11.104
Northwestern University $9.778
University of Michigan $9.731
University of Pennsylvania $9.582
Source: National Association of College and University Business Officers (NACUBO)
(2014)
 The endowment fund is relatively a rare practice in Kenya. The University of Nairobi only
recently set up its own endowment fund. Announcing the launch of the endowment fund on
September 2nd, 2015, UoN explained the purpose of its endowment fund was twofold: to give
the bright needy students an opportunity to pursue higher education and to raise African stars
who would be change agents in companies, organizations in Kenya and in Africa (UoN Finance
Department, http://finance.uonbi.ac.ke/node/3480).
 In this F/S, the size of the endowment fund for the New Institute is proposed to be $14.9 million,
which is 10% of the ten-year operational cost of $149,203,179 (adjusted for the inflation rate),
in consideration of the Kenyan government’s budgetary burden.
Source of the Fund

 While it is typical for private donors to contribute to the university endowment in most
advanced countries, such sponsorship is hard to arrange in Kenya. Therefore, the F/S
Consortium recommends that the endowment fund be established out of GoK’s counterpart
fund to the loan. Since the counterpart fund is typically 10~15% for foreign loans according to
the National Treasury, the counterpart fund for this project loan is likely to range US$7.7~11.5
million. While short for the proposed amount for the fund, this can cover most of the fund with
the rest being raised through personal and institutional donations.
Operation of the Fund

 (Rules and Guidelines) The Endowment Fund must be managed with transparency and
consistency. To ensure the proper management of the Fund, a special committee must be
created, which will be comprised of ten members including the committee chair appointed by
the University President. This committee will set up the basic rules and guidelines for the fund
operation. It will be in charge of the monitoring and supervision of the disbursement of the
Fund as well as ensuing the fund operation in line with the pre-specified rules.
 (Allocation by Purpose) Normally the university endowment is used to hire professors, upgrade
facilities, fund scholarships, and even pay debts. Decisions about how the endowment money
is used will ultimately reside in the university’s leadership, yet the following allocations appear
to be reasonable for the goals of the New Institute.
Table 115: Suggestions for Endowment Fund Operation
Item %
Faculty Recruitment and Support 30
 Hiring star faculty
 Complementing faculty start-up fund
Research Support 10
 Special research programs to advance the university’s mission
 Other miscellaneous “grassroots” type of individual faculty or
student research projects
Student Support 20
 Special scholarships for students in financial need
 Support for extracurricular activities (student clubs, council, etc.)
Facility Management 25
 Repairing or upgrading facilities
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 Complementing the construction cost of new campus buildings

Other Functions 15
 Support for activities or functions assessed to contribute to the
university’s mission but hard to get funded otherwise
 (Disbursement Modes) Assuming the payout rate of 5%, the amount available for the yearly
operation of the Endowment Fund will range between $384 thousands and $576 thousand. The
endowment “spending policy” (i.e., payout) is set by the special committee in charge of the
fund management. The review of the spending will follow the budget preparation and approval
procedures of the University.
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Thirty-Year Projection of the Operational Cost
 The following table presents the 30-year projection of the operational cost, based on the assumption that every 10 years most
costs including wages & salaries, student costs, research costs, etc., will increase by 5%. (This is the calculation without the price
adjustment over 30 years.)
First 10-Year Second 10- Third 10-Year
Total Year Total Total 30-Year
Item Item Phase III (15 Departments) Item Phase IV (20 Departments)
(Cumulative (Cumulative (Cumulative Grand Total
by Item) by Item) by Item)
I. Wages & Salaries* I. Wages & Salaries I. Wages & Salaries
President President Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 President Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10
Salary: $130,000 Salary: $136,500 136,500 136,500 136,500 136,500 136,500 136,500 136,500 136,500 136,500 136,500 Salary: $143,325 143,325 121,275 121,275 121,275 121,275 121,275 121,275 121,275 121,275 121,275
Faculty (#) Faculty (#) 110 115 120 125 130 135 140 145 150 150 Faculty (#) 160 165 170 175 180 185 190 195 200 200
Salary: $64,000 Salary: $67,200 7,392,000 7,728,000 8,064,000 8,400,000 8,736,000 9,072,000 9,408,000 9,744,000 10,080,000 10,080,000 Salary: $70,560 11,289,600 11,642,400 11,995,200 12,348,000 12,700,800 13,053,600 13,406,400 13,759,200 14,112,000 14,112,000
Staff (Research) (#) Staff (Research) (#) 15 15 15 15 15 18 18 20 20 20 Staff (Research) (#) 20 20 20 20 20 22 22 25 25 25
Salary: $25,600 Salary: $26,880 403,200 403,200 403,200 403,200 403,200 483,840 483,840 537,600 537,600 537,600 Salary: $28,224 564,480 564,480 564,480 564,480 564,480 620,928 620,928 705,600 705,600 705,600
Staff (Dept) (#) Staff (Dept) (#) 35 35 35 40 40 40 40 45 45 45 Staff (Dept) (#) 50 50 50 55 55 55 55 60 60 60
Staff (Univ) (#) Staff (Univ) (#) 45 45 45 45 45 50 50 50 50 50 Staff (Univ) (#) 55 55 55 55 55 60 60 60 60 60
Salary: $19,200 Salary: $20,160 1,612,800 1,612,800 1,612,800 1,713,600 1,713,600 1,814,400 1,814,400 1,915,200 1,915,200 1,915,200 Salary: $21,168 2,222,640 2,222,640 2,222,640 2,328,480 2,328,480 2,434,320 2,434,320 2,540,160 2,540,160 2,540,160
Retirement Retirement 238,613 247,013 255,413 266,333 274,733 287,669 296,069 308,333 316,733 316,733 Retirement 355,501 363,770 372,590 384,056 392,876 405,753 414,573 428,156 436,976 436,976
Sub-Total (I) 59,990,762 Sub-Total (I) 9,783,113 10,127,513 10,471,913 10,919,633 11,264,033 11,794,409 12,138,809 12,641,633 12,986,033 12,986,033 115,113,117 Sub-Total (I) 14,575,546 14,914,565 15,276,185 15,746,291 16,107,911 16,635,876 16,997,496 17,554,391 17,916,011 17,916,011 163,640,282 338,744,161
II. Student Affairs** II. Student Affairs II. Student Affairs

MS Students (#) MS Students (#) 670 820 820 820 820 820 820 820 820 820 MS Students (#) 970 1,120 1,120 1,120 1,120 1,120 1,120 1,120 1,120 1,120
Educational Cost: Educational Cost: Educational Cost:
4,221,000 5,166,000 5,166,000 5,166,000 5,166,000 5,166,000 5,166,000 5,166,000 5,166,000 5,166,000 6,416,550 7,408,800 7,408,800 7,408,800 7,408,800 7,408,800 7,408,800 7,408,800 7,408,800 7,408,800
$6,000 $6,300 $6,615
PhD Students (#) PhD Students (#) 300 300 350 350 350 350 350 350 350 350 PhD Students (#) 350 350 400 400 400 400 400 400 400 400
Educational Cost: Educational Cost: Educational Cost:
3,780,000 3,780,000 4,410,000 4,410,000 4,410,000 4,410,000 4,410,000 4,410,000 4,410,000 4,410,000 4,630,500 4,630,500 5,292,000 5,292,000 5,292,000 5,292,000 5,292,000 5,292,000 5,292,000 5,292,000
$12,000 $12,600 $13,230
Sub-Total (II) 37,080,000 Sub-Total (II) 8,001,000 8,946,000 9,576,000 9,576,000 9,576,000 9,576,000 9,576,000 9,576,000 9,576,000 9,576,000 93,555,000 Sub-Total (II) 11,047,050 12,039,300 12,700,800 12,700,800 12,700,800 12,700,800 12,700,800 12,700,800 12,700,800 12,700,800 124,692,750 255,327,750
III. Research Affairs III. Research Affairs Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 III. Research Affairs
III-1. Faculty Research Program III-1. Faculty Research Program III-1. Faculty Research Program
Faculty Research Faculty Research Faculty Research
Fund: $20,000 on Fund: $21,000 on 2,310,000 2,415,000 2,520,000 2,625,000 2,730,000 2,835,000 2,940,000 3,045,000 3,150,000 3,150,000 Fund: $22,050 on 3,528,000 3,638,250 3,748,500 3,858,750 3,969,000 4,079,250 4,189,500 4,299,750 4,410,000 4,410,000
average average average
III-2. Exchange Program III-2. Exchange Program III-2. Exchange Program
# of Kenyan Faculty to # of Kenyan Faculty to # of Kenyan Faculty to
15 15 15 15 15 20 20 20 20 20 20 20 20 20 20 25 25 25 25 25
Korea Korea Korea
Training Cost: $20,000 Training Cost: $21,000 315,000 315,000 315,000 315,000 315,000 420,000 420,000 420,000 420,000 420,000 Training Cost: $22,050 441,000 441,000 441,000 441,000 441,000 551,250 551,250 551,250 551,250 551,250
# of Korean Faculty to # of Korean Faculty to # of Korean Faculty to
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6
Kenya Kenya Kenya
Compensation: Compensation: Compensation:
367,500 367,500 367,500 367,500 367,500 367,500 367,500 367,500 367,500 367,500 385,875 385,875 385,875 385,875 385,875 463,050 463,050 463,050 463,050 463,050
$70,000 $73,500 $77,175
Sub-Total (III) 13,980,000 Sub-Total (III) 2,992,500 3,097,500 3,202,500 3,307,500 3,412,500 3,622,500 3,727,500 3,832,500 3,937,500 3,937,500 35,070,000 Sub-Total (III) 4,354,875 4,465,125 4,575,375 4,685,625 4,795,875 5,093,550 5,203,800 5,314,050 5,424,300 5,424,300 49,336,875 98,386,875
IV. Current Costs*** IV. Current Costs*** IV. Current Costs***

1. Water/Electricity 1. Water/Electricity 415,532 443,420 465,008 476,063 485,051 499,858 508,846 521,003 529,991 529,991 1. Water/Electricity 599,549 628,380 651,047 662,654 672,092 688,605 698,042 711,385 720,822 720,822
2. Cleaning, etc. 2. Cleaning, etc. 249,319 266,052 279,005 285,638 291,030 299,915 305,308 312,602 317,994 317,994 2. Cleaning, etc. 359,730 377,028 390,628 397,593 403,255 413,163 418,825 426,831 432,493 432,493
3. E/F Maintenance 3. E/F Maintenance 249,319 266,052 279,005 285,638 291,030 299,915 305,308 312,602 317,994 317,994 3. E/F Maintenance 359,730 377,028 390,628 397,593 403,255 413,163 418,825 426,831 432,493 432,493
4. Admin Operation 4. Admin Operation 432,154 461,157 483,609 495,105 504,453 519,852 529,200 541,843 551,190 551,190 4. Admin Operation 623,531 653,515 677,089 689,160 698,975 716,149 725,964 739,840 749,655 749,655
5. Non-TenureTrack 5. Non-TenureTrack 5. Non-TenureTrack
166,213 177,368 186,003 190,425 194,020 199,943 203,538 208,401 211,996 211,996 239,820 251,352 260,419 265,062 268,837 275,442 279,217 284,554 288,329 288,329
Faculty Faculty Faculty
6. IT Management 6. IT Management 66,485 70,947 74,401 76,170 77,608 79,977 81,415 83,360 84,799 84,799 6. IT Management 95,928 100,541 104,168 106,025 107,535 110,177 111,687 113,822 115,332 115,332
7. Utilities/Taxes 7. Utilities/Taxes 49,864 53,210 55,801 57,128 58,206 59,983 61,062 62,520 63,599 63,599 7. Utilities/Taxes 71,946 75,406 78,126 79,519 80,651 82,633 83,765 85,366 86,499 86,499
8. Public Relations 8. Public Relations 33,243 35,474 37,201 38,085 38,804 39,989 40,708 41,680 42,399 42,399 8. Public Relations 47,964 50,270 52,084 53,012 53,767 55,088 55,843 56,911 57,666 57,666
Sub-Total (IV) 7,770,228 Sub-Total (IV) 1,662,129 1,773,681 1,860,033 1,904,251 1,940,203 1,999,433 2,035,385 2,084,011 2,119,963 2,119,963 19,499,049 Sub-Total (IV) 2,398,198 2,513,519 2,604,189 2,650,617 2,688,367 2,754,418 2,792,168 2,845,539 2,883,289 2,883,289 27,013,593 54,282,870
Total (I~V, Annual) 118,820,990 Total (I~V, Annual) 22,438,742 23,944,694 25,110,446 25,707,383 26,192,735 26,992,341 27,477,693 28,134,143 28,619,495 28,619,495 263,237,166 Total (I~V, Annual) 32,375,669 33,932,509 35,156,549 35,783,333 36,292,953 37,184,644 37,694,264 38,414,780 38,924,400 38,924,400 364,683,500 746,741,657
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Chapter 9. Feasibility Analysis
Policy Feasibility
Importance of National Policy
 Characteristics of the Project
The purpose of the project is to establish a research-centered university dedicated to S&T
in a manner that does not overlap with the functions of currently existing institutes of
higher education in the country. The university aims to nurture and produce highly skilled
human resources and produce research outcomes that can address the needs of the industry
and directly contribute to Kenya’s economic growth and social development.
By modeling on the Korea Advanced Institute of Science and Technology (KAIST), the
university will focus on STEM education for enhancing problem-solving skills and provide
unique experiences in hands-on experience. In addition, KAIST’s strengths in industrial
partnerships and collaboration with the private sector, and the promotion of student start-
ups exemplify the industrial relevance of research and education.
The founding philosophy of the university and its curriculum strongly reflects these aims
and concerns. The departments and programs to be established and offered at the university
have been deduced both quantitatively and qualitatively to respond to the needs and
weaknesses of Kenya’s industry and national infrastructure.
The university at its full capacity will produce graduates who can take up the role of expert
scientists and engineers and be valuable human resources to industries, or create markets
and value of their own. The university itself will also be an asset by constantly reaching
out for collaborations with the industry in areas where individual scientists and researchers
cannot.
 Alignment with National Policies
Kenya’s Vision 2030 stipulates the Kenyan government’s resolve to “transform Kenya into
an industrializing, middle-income country providing a high quality of life to all its
citizens”.
Most relevant to the project are the economic and social pillars of the Vision 2030, which
encompass improvement and development of numerous sectors ranging from agriculture
and manufacturing, to environment and education. The Vision recognizes the importance
of S&T and R&D in these undertakings, and has included STI among the 10 foundational
themes.
Individual ministries that have close connection to S&T have also announced detailed
medium-term strategies—the Ministry of Information, Communication and Technology
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(MIC), the Ministry of Industrialization and Enterprise Development (MIED), the Ministry
of Energy (MOE), the Ministry of Environment, Water and Natural Resources, and so on.
These strategies not only provide good political support for justifying the establishment of
a research-centered S&T university, but also point out the areas in which S&T is most
urgently required in Kenya.
One of the official goals of education in Kenya (revised in 2002) is to promote the “socio-
economic, technological, and industrial skills for the country’s development” (Kaimenyi
2015).
In particular, the Project is well-aligned with two crucial acts recently enacted in Kenya.
Universities Act 2012 enacted to promote university education by the establishment
of the CUE whose key functions are the accreditation and governance of
universities.
Science, Technology and Innovation Act 2013 enacted to “facilitate the promotion,
coordination, and regulation of ST&I of the country, to assign priority to the
development of ST&I, and entrench ST&I into the National Production system and
for the connected purposes” (Kaimenyi 2015)
In addition, plans for the Konza Technolopolis have been outlined, and the Kenyan
government has offered plots within the technopolis for the construction of the university.
Konza Techno City is expected to attract private investments and firms, and other research
institutes, which would place the university at an even more strategic position to interact
with industries.
Policy Feasibility Analysis

 There exist ample justification for the establishment of a new research-centered university.
Firstly, the need for highly qualified human resources in S&T has been made explicit
through various government reports, including the Vision 2030 and its medium term plans,
as well as the strategic papers of individual ministries. Graduate of the university will
become valuable domestic source of highly skilled experts.
Second, existing universities do provide several degrees in STEM, they have tended to
serve general educational missions without a clear strategy to take advantage of S&T
potential for economic growth and social development. By focusing on industrial needs
and university-industry cooperation, the university will be able to contribute in ways that
are distinct to currently existing universities. The Konza Technopolis initiative also
furnishes a favorable policy environment for the university, locating it in close proximity
to key industries and research centers.
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 However, whether the university will be able to sustain itself, both financially and politically,
in the long run requires close inspection. With Korea Eximbank’s funds being limited, the
university must be able to secure adequate funding for its faculty, staff, student stipends and
maintenance of the campus and its equipment, as well as fund for research projects. It must also
be able to forge and maintain close working relationships with local, regional and international
industries. Lastly, although the Konza initiative provides an advantage for the university, it is
still in its early stages itself, hence reaping the benefits of locating the university in Konza
instead of the Nairobi area will depend heavily on the success of the initiative itself.
Technical Feasibility
Potential Technical Problems
 For the project feasibility study, various technical issues were raised and discussed. They can
be summarized as the followings:
Table 116: Potential Technical Problems
Construction  Size, appropriateness and the function of each building

Appropriateness of  Rationales for department selection and the accordance with
Department Selection future industry forecasts
Equipment & Facilities  Feasibility of selecting equipment and facilities optimized
for the operation, education and management of the school
 Feasibility of retaining adequate technology to install,
manage and maintain the research equipment and facilities
Faculty & Students Feasibility of recruiting the students and the faculties adequate
for the size of the school
Assessment of Technical Alternative

 Detailed plan for construction including the size and the functions of each building have been
reviewed and designed according to chapter 7 considering the site location and the future
regional plans. Furthermore, the interiors and facilities for each building will be designed to
give consideration on specific functions and flow of human traffic
 Selection of the departments were reviewed thoroughly in chapter 5 via qualitative, quantitative
& GAP approaches, and this process integrates government of Kenya’s Kenya-Vision 2030,
KAM’s Sectoral Overview regarding importance and necessity for ICT and STI. Trade-offs
was considered prior to the final selection as well.
 Equipment & Facilities were decided based on the demand analysis of the school and the
departments and from the 40 years management experiences of KAIST.
266
 Academic Policy regarding recruitment of faculties and students were reviewed thoroughly in
chapter 4, and the reward programs that are far higher compared to other educational institutes
in Kenya was reviewed according to the founding purpose and future plans.
 Therefore, this project is assessed to be technically feasible.
Economic Feasibility
Methods of Analysis
 The purpose of the economic feasibility analysis for an educational project is to compare and
analyze the calculated costs and benefits according to the selected analysis method. This can
be done through estimated benefits based on measurable costs such as estimated construction
cost and management cost as well as with assumptions on certain macroeconomic indicators
such as economic growth rates and interest rates.
 As for firms looking to maximize profit, the cost-benefit analysis is performed by analyzing
estimated cash flow statement, balance sheet and income statement. However, for an
educational organization, socioeconomic benefits must be given greater consideration than
simple financial profits. Therefore, the Net Present Value Method, the Internal Return Rate, the
Benefit-Cost Ratio and Sensitivity Analysis were used to analyze economic feasibility.
Cost-Benefit Analysis
 The costs and benefits presented below are analyzed for the time frame of the three years of
construction and thirty years of operation of the New Institute.
 Since there is no “social discount rate” data available for Kenya as of now, Korea Eximbank’s
EDCF criterion (12%) is applied as the discount rate (i.e., r=12% or 0.12).
Estimating Costs and Benefits

 Cost Estimation
For each cost calculated in Chapter 8, the percentage of each expense for each year will be
applied as the following.
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Table 117: Cost Distributions

(Unit: USD)
Tax & Service

Year Direct Cost E/F Consulting Contingencies
Charge
0 20% 20% 20% 20%
1 20% 40% 20% 20% 20%
2 30% 20% 30% 30% 30%
3 30% 20% 30% 30% 30%
4 15%
5 5%
Total 100% 100% 100% 100% 100%
The construction period is estimated to be 3 years, and the operational cost is assumed to
occur at Year 3 of the construction period.
Table 118: Project Cost in Current Value

(Unit: USD)
Costs in Current Value

Year Tax &Service Operational Total
Construction E/F Consulting Contingencies Endowment
Charge Cost
0 9,997,735 2,019,053 1,449,768 1,449,768 14,916,323
1 9,997,735 3,788,920 2,019,053 1,449,768 1,449,768 18,705,243
2 14,996,602 1,894,460 3,028,579 2,174,652 2,174,652 24,268,945
3 14,996,602 1,894,460 3,028,579 2,174,652 2,174,652 1,976,940 14,920,318 41,166,203
4 1,420,845 3,830,904 5,251,749
5 473,615 5,783,148 6,256,763
6 7,388,892 7,388,892
7 8,994,636 8,994,636
8 11,009,628 11,009,628
9 13,497,393 13,497,393
10 14,744,802 14,744,802
11 16,165,010 16,165,010
12 17,585,219 17,585,219
13 17,844,419 17,844,419
14 22,438,742 22,438,742
15 23,944,694 23,944,694
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16 25,110,446 25,110,446
17 25,707,383 25,707,383
18 26,192,735 26,192,735
19 26,992,341 26,992,341
20 27,477,693 27,477,693
21 28,134,143 28,134,143
22 28,619,495 28,619,495
23 28,619,495 28,619,495
24 32,375,669 32,375,669
25 33,932,509 33,932,509
26 35,156,549 35,156,549
27 35,783,333 35,783,333
28 36,292,953 36,292,953
29 37,184,644 37,184,644
30 37,694,264 37,694,264
31 38,414,780 38,414,780
32 38,924,400 38,924,40
33 38,924,400 38,924,400
Total 49,988,673 9,472,300 10,095,263 7,248,841 7,248,841 746,741,657 14,920,318 845,715,891
Table 119: Project Direct Cost in Present Value (r=12%)

(Unit: USD)
Costs in Present Value

Year Tax &Service Operational Total
Construction E/F Consulting Contingencies Endowment
Charge Cost
0 9,997,735 2,019,053 1,449,768 1,449,768 14,916,323
1 9,997,735 3,788,920 2,019,053 1,449,768 1,449,768 18,705,243
2 13,389,823 1,691,482 2,704,088 1,941,654 1,941,654 21,668,701

3 11,955,199 1,510,252 2,414,365 1,733,619 1,733,619 1,576,004 14,920,318 35,843,377
4 1,011,329 2,726,762 3,738,091
5 300,991 3,675,295 3,976,286
6 4,192,656 4,192,656
7 4,556,963 4,556,963
8 4,980,197 4,980,197
9 5,451,371 5,451,371
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10 5,317,123 5,317,123
11 5,204,701 5,204,701
12 5,055,330 5,055,330
13 4,580,218 4,580,218
14 5,142,380 5,142,380
15 4,899,559 4,899,559
16 4,587,585 4,587,585
17 4,193,431 4,193,431
18 3,814,824 3,814,824
19 3,510,073 3,510,073
20 3,190,346 3,190,346
21 2,916,576 2,916,576
22 2,649,009 2,649,009
23 2,365,187 2,365,187
24 2,388,934 2,388,934
25 2,235,545 2,235,545
26 2,068,024 2,068,024
27 1,879,370 1,879,370
28 1,701,906 1,701,906
29 1,556,894 1,556,894
30 1,409,135 1,409,135
31 1,282,206 1,282,206
32 1,160,014 1,160,014
33 1,035,727 1,035,727
Total 45,340,491 8,302,974 9,156,558 6,574,809 6,574,809 101,303,344 14,920,318 192,173,304
 Benefit Estimation
Benefits can be divided into two categories. One is the direct benefits from the operation
of the project. This arises from the contribution of the operation of the New Institute to the
local economy. The other is the employment effect and other implicit benefits generated
by the students graduating from the New Institute.
(i) Direct Benefits
A standard approach to measuring the benefits from construction and management of an
organization is to calculate the economic spillover using the Input-Output Analysis. As is
well known, the I-O Analysis is done with the meticulous table tabulating the flows of
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input and output of each industry across the whole economy. Since such an input-output
table is not available in Kenya, a different approach is needed to measure the direct
benefits.
Due to the lack of the Kenyan Input-Output model, it is considered to be reasonable to
analyze the spending and consumption effect of some of the operational costs (especially
the wages and salaries paid to Kenyan employees of the university as well as the current
costs). This is because some of the operational costs used to run the New Institute are
spilled over to the local economy, since the university employees getting their salaries and
wages spend their income in the local economy and also local business owners contracting
with various university services will make profits that essentially show up as the current
costs in the university balance sheet.
In order to calculate the spending effect of the wages paid to the faculty and staff of the
New Institute, this analysis applied the savings rate for disposable income averaged for the
recent four years (2011~2014), based on the data from the Facts and Figures 2015 of
Kenya National Bureau of Statistics. Since tuition waivers are not spent directly $6,000
for MS and $12,000 for PhD), they are excluded from direct benefits.
Research funding support for faculty is included into direct benefits, as it is highly likely
to be dispensed in the local economy in various forms. In contrast, the support for Kenyan
faculty dispatched to Korea for research and educational training is excluded, as it will not
be disbursed in Kenya. Current costs are all considered as direct spending in the local
economy.
Table 120: Local Spending out of Institute Operation
First 10-
Pre-
Item Phase I (6 Departments) Phase II (10 Departments) Year Total
Phase
(CumulativebyItem)
I. Wages & Salaries Year0 Year1 Year2 Year3 Year4 Year5 Year6 Year7 Year8 Year9 Year10
Sub-Total (I) 1,742,800 2,118,480 3,047,760 3,977,040 4,906,320 6,145,360 6,467,586 7,102,594 7,737,602 8,372,610 8,372,610 59,990,762
Saving ratio : 12%
Spending 1,533,664 1,864,262 2,682,029 3,499,795 4,317,562 5,407,917 5,691,476 6,250,283 6,809,090 7,367,897 7,367,897 52,791,871
II. Student Affairs
III. Research Affairs

Faculty Research Fund: 0 480,000 720,000 960,000 1,200,000 1,520,000 1,520,000 840,000 920,000 1,000,000 1,000,000 10,160,000
Korean Faculty spending 123,200 184,800 184,800 184,800 184,800 184,800 246,400 246,400 246,400 246,400 246,400 2,279,200
Spending 123,200 664,800 904,800 1,144,800 1,384,800 1,704,800 1,766,400 1,086,400 1,166,400 1,246,400 1,246,400 12,439,200
IV. Current Costs

Sub-Total (IV) 94,140 182,424 275,388 351,852 428,316 524,268 999,807 1,092,208 1,197,408 1,302,609 1,321,809 7,770,228
271
Spending 94,140 182,424 275,388 351,852 428,316 524,268 999,807 1,092,208 1,197,408 1,302,609 1,321,809 7,770,228
Overall Spending 1,751,004 2,711,486 3,862,217 4,996,447 6,130,678 7,636,985 8,457,683 8,428,890 9,172,898 9,916,906 9,936,106 73,001,299
Second
Item Phase III (15 Departments) 10-Year
Total
(Cumulativeby
Item)
Year11 Year12 Year13 Year14 Year15 Year16 Year17 Year18 Year19 Year20
Sub-Total (I) 9,783,113 10,127,513 10,471,913 10,919,633 11,264,033 11,794,409 12,138,809 12,641,633 12,986,033 12,986,033 115,113,117
8,609,139 8,912,211 9,215,283 9,609,277 9,912,349 10,379,079 10,682,151 11,124,637 11,427,709 11,427,709 101,299,543
2,310,000 2,415,000 2,520,000 2,625,000 2,730,000 2,835,000 2,940,000 3,045,000 3,150,000 3,150,000 27,720,000
323,400 323,400 323,400 323,400 323,400 323,400 323,400 323,400 323,400 323,400 3,234,000
2,633,400 2,738,400 2,843,400 2,948,400 3,053,400 3,158,400 3,263,400 3,368,400 3,473,400 3,473,400 30,954,000
Sub-Total (IV) 1,662,129 1,773,681 1,860,033 1,904,251 1,940,203 1,999,433 2,035,385 2,084,011 2,119,963 2,119,963 19,499,049
1,662,129 1,773,681 1,860,033 1,904,251 1,940,203 1,999,433 2,035,385 2,084,011 2,119,963 2,119,963 19,499,049
12,904,668 13,424,292 13,918,716 14,461,927 14,905,951 15,536,912 15,980,936 16,577,047 17,021,071 17,021,071 151,752,592
Third 10-
Item Phase IV (20 Departments) Year
Total
(Cumulativeby
Year21 Year22 Year23 Year24 Year25 Year26 Year27 Year28 Year29 Year30 Item)
Sub-Total (I) 14,575,546 14,914,565 15,276,185 15,746,291 16,107,911 16,635,876 16,997,496 17,554,391 17,916,011 17,916,011 163,640,282
12,826,481 13,124,817 13,443,043 13,856,736 14,174,962 14,639,571 14,957,797 15,447,864 15,766,090 15,766,090 144,003,449
3,528,000 3,638,250 3,748,500 3,858,750 3,969,000 4,079,250 4,189,500 4,299,750 4,410,000 4,410,000 40,131,000
339,570 339,570 339,570 339,570 339,570 407,484 407,484 407,484 407,484 407,484 3,735,270
3,867,570 3,977,820 4,088,070 4,198,320 4,308,570 4,486,734 4,596,984 4,707,234 4,817,484 4,817,484 43,866,270
272
Sub-Total (IV) 2,398,198 2,513,519 2,604,189 2,650,617 2,688,367 2,754,418 2,792,168 2,845,539 2,883,289 2,883,289 27,013,593
2,398,198 2,513,519 2,604,189 2,650,617 2,688,367 2,754,418 2,792,168 2,845,539 2,883,289 2,883,289 27,013,593
19,092,248 19,616,156 20,135,301 20,705,673 21,171,898 21,880,723 22,346,948 23,000,637 23,466,862 23,466,862 214,883,311
The following tables show the direct benefits in current and present values. The total
benefits for the thirty years of operation of the New Institute is estimated to be
$439,637,292 in current value, which becomes $61,148,802 in present value with the
discount rate of 12%.
Table 121: Direct Benefits in Current Value

(Unit: USD)
Benefit in Current Value

Year Benefit from Benefit from Benefit from Benefit from Benefit from Total
Construction EF Consulting Contingencies Operational
0 -
1 -
2 -
3 1,751,004 1,751,004
4 2,711,486 2,711,486
5 3,862,217 3,862,217
6 4,996,447 4,996,447
7 6,130,678 6,130,678
8 7,636,985 7,636,985
9 8,457,683 8,457,683
10 8,428,890 8,428,890
11 9,172,898 9,172,898
12 9,916,906 9,916,906
13 9,936,106 9,936,106
14 12,904,668 12,904,668
15 13,424,292 13,424,292
16 13,918,716 13,918,716
17 14,461,927 14,461,927
18 14,905,951 14,905,951
19 15,536,912 15,536,912
273
20 15,980,936 15,980,936
21 16,577,047 16,577,047
22 17,021,071 17,021,071
23 17,021,071 17,021,071
24 19,092,248 19,092,248
25 19,616,156 19,616,156
26 20,135,301 20,135,301
27 20,705,673 20,705,673
28 21,171,898 21,171,898
29 21,880,723 21,880,723
30 22,346,948 22,346,948
31 23,000,637 23,000,637
32 23,466,862 23,466,862
33 23,466,862 23,466,862
Total - - - - 439,637,202 439,637,202
Table 122: Direct Benefits in Present Value (r=12%)

(Unit: USD)

Year Benefit from Benefit from Benefit from Benefit from Benefit from Total
Construction EF Consulting Contingencies Operational
0 -
1 -
2 -
3 1,395,890 1,395,890
4 1,929,982 1,929,982
5 2,454,509 2,454,509
6 2,835,118 2,835,118
7 3,105,992 3,105,992
8 3,454,584 3,454,584
9 3,415,916 3,415,916
10 3,039,542 3,039,542
11 2,953,428 2,953,428
274
12 2,850,873 2,850,873
13 2,550,351 2,550,351
14 2,957,417 2,957,417
15 2,746,876 2,746,876
16 2,542,897 2,542,897
17 2,359,054 2,359,054
18 2,170,967 2,170,967
19 2,020,414 2,020,414
20 1,855,495 1,855,495
21 1,718,489 1,718,489
22 1,575,464 1,575,464
23 1,406,664 1,406,664
24 1,408,778 1,408,778
25 1,292,354 1,292,354
26 1,184,425 1,184,425
27 1,087,479 1,087,479
28 992,826 992,826
29 916,130 916,130
30 835,402 835,402
31 767,714 767,714
32 699,353 699,353
33 624,422 624,422
Total - - - - 61,148,804 61,148,804
(ii) Indirect Effects from Education and Research

 Employment Effect
The estimation of indirect effects is based upon the premise that education and research at
the New Institute will produce highly skilled engineers as well as research outcomes that
ultimately contribute to the labor productivity and capital productivity of the national
economy.
It should be noted that it is not easy to measure the impact of education only with
quantitative indicators. In particular, the New Institute aims to produce S&T leaders for
the nation, and therefore it is hard to project and capture with simple numbers the future
values of this enhanced S&T leadership.
275
The biggest impact of the current project can be said to be the long-term improvement of
the economy and social development s well as the increase in personal income and living
standards of the graduates from the New Institute. Since it is hard to measure the intangible
and non-economic impacts quantitatively, the current analysis is limited to the
quantification of the benefits in the form of economic development through education and
training.
To this end, the current analysis benchmarks the “Feasibility Study of the Establishment
of the UNESCO-Affiliated Organization” of the Korean Ministry of Education, Science,
and Technology (2009), which assumes that the graduates from the proposed organization
will play a leadership role in their society when returning to their own countries.
This UNESCO F/S assumes the employment effect as follows: 10 for graduates of the
master’s program and 20 for graduates of the doctoral program. The aforesaid study
assumed 10 for the undergraduate students as the employment effect. To be on the
conservative side to prevent over-estimation, this study will assume the same employment
effect for the graduates of the master’s program and the double of that for the graduates of
the doctoral program. (The employment effect here includes all kinds of employment such
as paid employment, self-employment, or start-ups.)
For the calculation of the employment effect, the current study draws on the salary data
from KNBS’ Economic Survey 2014. According to this information, the average salaries
of the private and public sectors in Kenya are $5,354 and $6,477, respectively. The average
of the two salaries ($5,916) is used to calculate the employment effect, with the 4.7% of
the 2012 nominal wage increase rate (from Kenya’s Central Bank) applied.
Also the aforesaid UNESCO F/S suggested the twice that of the employment effect for the
implicit contribution of the establishment of the educational institution to GDP. This study
also benchmarks that assumption, as the specific calculations of the implicit benefits are
rather hard at this stage due to the lack of the proper data.
Table 123: Number of Graduates from the New Institute

(Unit: Persons)
Year MS Graduates Ph.D. Graduates

0
1
2
3
4
5
6 90
276
7 90
8 90
9 90
10 90 30
11 150 30
12 150 30
13 150 30
14 150 30
15 150 50
16 225 50
17 225 50
18 225 50
19 225 50
20 225 75
21 225 75
22 225 75
23 225 75
24 225 75
25 225 75
26 300 75
27 300 75
28 300 75
29 300 75
30 300 100
31 300 100
32 300 100
33 300 100
Total 5,850 1,550
Table 124: Average Salaries of Kenya

(100Ksh=USD1.145)
Salary KSh USD

Private Sector 467,690 5,354.82
Public Sector 565,755 6,477.62
277
Average 516,722 5,916.22
Table 125: Employment Effect and Implicit Contribution to Kenyan GDP in Current Value
(Unit: USD)

No. of No. of Additional
Year Average Salary Contribution Total
Graduates Graduates Employment Contribution
of Kenya to GDP
(Masters) (Ph.D.) to GDP
A B C=AXB D=2XC
0
1
2
3
4
5
6 90 900 5,916 5,324,596 10,649,192 15,973,788
7 90 900 6,194 5,574,852 11,149,704 16,724,556
8 90 900 6,485 5,836,870 11,673,740 17,510,610
9 90 900 6,790 6,111,203 12,222,406 18,333,608
10 90 30 1,500 7,109 10,664,049 21,328,098 31,992,147
11 150 30 2,100 7,444 15,631,363 31,262,726 46,894,089
12 150 30 2,100 7,793 16,366,037 32,732,074 49,098,111
13 150 30 2,100 8,160 17,135,241 34,270,481 51,405,722
14 150 30 2,100 8,543 17,940,597 35,881,194 53,821,791
15 150 50 2,500 8,945 22,361,673 44,723,345 67,085,018
16 225 50 3,250 9,365 30,436,473 60,872,945 91,309,418
17 225 50 3,250 9,805 31,866,987 63,733,974 95,600,961
18 225 50 3,250 10,266 33,364,735 66,729,471 100,094,206
19 225 50 3,250 10,749 34,932,878 69,865,756 104,798,634
20 225 75 3,750 11,254 42,201,604 84,403,207 126,604,811
21 225 75 3,750 11,783 44,185,079 88,370,158 132,555,237
22 225 75 3,750 12,336 46,261,778 92,523,555 138,785,333
23 225 75 3,750 12,916 48,436,081 96,872,163 145,308,244
24 225 75 3,750 13,523 50,712,577 101,425,154 152,137,731
25 225 75 3,750 14,159 53,096,068 106,192,136 159,288,205
26 300 75 4,500 14,824 66,709,900 133,419,800 200,129,700
27 300 75 4,500 15,521 69,845,265 139,690,531 209,535,796
28 300 75 4,500 16,251 73,127,993 146,255,986 219,383,979
278
29 300 75 4,500 17,014 76,565,009 153,130,017 229,695,026

30 300 100 5,000 17,814 89,070,627 178,141,253 267,211,880
31 300 100 5,000 18,651 93,256,946 186,513,892 279,770,838
32 300 100 5,000 19,528 97,640,023 195,280,045 292,920,068
33 300 100 5,000 20,446 102,229,104 204,458,207 306,687,311
Total 1,206,885,606 2,413,771,212 3,620,656,817
Table 126: Employment Effect and Implicit Contribution to Kenyan GDP in Present Value (r=12%)
(Unit: USD)

No. of No. of Average Additional
Year Contribution Total
Graduates Graduates Employment Salary of Contribution
to GDP
(Masters) (Ph.D.) Kenya to GDP
A B C=AXB D=2XC
0
1
2
3
4
5
6 90 900 5,916 5,324,596 10,649,192 15,973,788
7 90 900 6,194 5,574,852 11,149,704 16,724,556
8 90 900 6,485 5,836,870 11,673,740 17,510,610
9 90 900 6,790 6,111,203 12,222,406 18,333,608
10 90 30 1,500 7,109 10,664,049 21,328,098 31,992,147
11 150 30 2,100 7,444 15,631,363 31,262,726 46,894,089
12 150 30 2,100 7,793 16,366,037 32,732,074 49,098,111
13 150 30 2,100 8,160 17,135,241 34,270,481 51,405,722
14 150 30 2,100 8,543 17,940,597 35,881,194 53,821,791
15 150 50 2,500 8,945 22,361,673 44,723,345 67,085,018
16 225 50 3,250 9,365 30,436,473 60,872,945 91,309,418
17 225 50 3,250 9,805 31,866,987 63,733,974 95,600,961
18 225 50 3,250 10,266 33,364,735 66,729,471 100,094,206
19 225 50 3,250 10,749 34,932,878 69,865,756 104,798,634
20 225 75 3,750 11,254 42,201,604 84,403,207 126,604,811
21 225 75 3,750 11,783 44,185,079 88,370,158 132,555,237
22 225 75 3,750 12,336 46,261,778 92,523,555 138,785,333
279
23 225 75 3,750 12,916 48,436,081 96,872,163 145,308,244

24 225 75 3,750 13,523 50,712,577 101,425,154 152,137,731
25 225 75 3,750 14,159 53,096,068 106,192,136 159,288,205
26 300 75 4,500 14,824 66,709,900 133,419,800 200,129,700
27 300 75 4,500 15,521 69,845,265 139,690,531 209,535,796
28 300 75 4,500 16,251 73,127,993 146,255,986 219,383,979
29 300 75 4,500 17,014 76,565,009 153,130,017 229,695,026
30 300 100 5,000 17,814 89,070,627 178,141,253 267,211,880
31 300 100 5,000 18,651 93,256,946 186,513,892 279,770,838
32 300 100 5,000 19,528 97,640,023 195,280,045 292,920,068
33 300 100 5,000 20,446 102,229,104 204,458,207 306,687,311
Total 1,206,885,606 2,413,771,212 3,620,656,817
 R&D Effect
Universities also perform research. The magnitude and significance of research and
development (R&D) activities in an S&T-centered university cannot be overstated. R&D
performed in the New Institute is expected to generate various industrial and economic
benefits.
Kenya’s R&D intensity (i.e., the share of R&D in GDP) is about 0.42%, which is similar
to the R&D intensity of Korea of 1975.
The economic impact from the New Institute’s R&D is calculated based on (i) the
projected GDP growth rate of Kenya for the next 30 years, (ii) the contribution of R&D to
GDP growth, (iii) Kenya’s R&D investment level, (iv) the New Institute’s share in Kenya’s
R&D.
The GDP growth rate was taken from KNBS’s Economic Survey 2014, and the actual
R&D activities are assumed to take place from 2019, with the actual benefits from those
R&D activities arising from the third year (2022) of the initial launch of R&D programs
at the New Institute (i.e., Year 7).
The estimation of the economic contribution of R&D to GDP is based on the S&T Policy
Institute (STEPI)’s Report on the Contribution of R&D to Economic Growth. Since the
R&D intensity of Kenya is similar to that of the 1970s, the current analysis uses 28.1%
that was the size of contribution of R&D to economic growth during 1981~2002 in Korea.
While this may be guesswork, the limitation of the data forces the choice of such
benchmark.
The monetary size of the R&D contribution of the New Institute is based on the research
money distributed to the faculty of the New Institute.
280
The following table shows that the contribution of the New Institute to GDP through its
R&D activities is $482,393,625, which is $51,434,904 in present value. Together with the
employment effect analyzed in the previous part, the total indirect effect is estimated to be
$378,701,723.
Table 127: R&D Contribution to Kenyan GDP in Current Value

(Unit: USD)
Annual GDP Contribution to K-KAIST K-KAIST K-KAIST

GDP Kenyan R&D
YEAR Growth Amount R&D Contribution Contribution Contribution
(Projection) Investment
(Projection) (Ratio=28.1%) to R&D Ratio (%) to GDP
A B C (BX28.1%) D (AX0.42%) E F (E/D) CXF
1
2
3
4
5
6 141,305,159,885
7 158,968,304,870 17,663,144,986 4,963,343,741 667,666,880 480,000 0.0719% 3,568,254
8 178,839,342,979 19,871,038,109 5,583,761,709 751,125,241 720,000 0.0959% 5,352,381
9 201,194,260,851 22,354,917,872 6,281,731,922 845,015,896 960,000 0.1136% 7,136,508
10 226,343,543,458 25,149,282,606 7,066,948,412 950,642,883 1,200,000 0.1262% 8,920,635
11 254,636,486,390 28,292,942,932 7,950,316,964 1,069,473,243 1,520,000 0.1421% 11,299,471
12 286,466,047,189 31,829,560,799 8,944,106,584 1,203,157,398 1,520,000 0.1263% 11,299,471
13 322,274,303,087 35,808,255,899 10,062,119,907 1,353,552,073 840,000 0.0621% 6,244,444
14 362,558,590,973 40,284,287,886 11,319,884,896 1,522,746,082 920,000 0.0604% 6,839,153
15 407,878,414,845 45,319,823,872 12,734,870,508 1,713,089,342 1,000,000 0.0584% 7,433,862
16 458,863,216,700 50,984,801,856 14,326,729,321 1,927,225,510 1,000,000 0.0519% 7,433,862
17 516,221,118,788 57,357,902,088 16,117,570,487 2,168,128,699 2,310,000 0.1065% 17,172,222
18 580,748,758,636 64,527,639,848 18,132,266,797 2,439,144,786 2,415,000 0.0990% 17,952,778
19 653,342,353,466 72,593,594,830 20,398,800,147 2,744,037,885 2,520,000 0.0918% 18,733,333
20 735,010,147,649 81,667,794,183 22,948,650,165 3,087,042,620 2,625,000 0.0850% 19,513,889
21 826,886,416,105 91,876,268,456 25,817,231,436 3,472,922,948 2,730,000 0.0786% 20,294,444
22 930,247,218,118 103,360,802,013 29,044,385,366 3,907,038,316 2,835,000 0.0726% 21,075,000
23 1,046,528,120,383 116,280,902,265 32,674,933,536 4,395,418,106 2,940,000 0.0669% 21,855,556
24 1,177,344,135,431 130,816,015,048 36,759,300,228 4,944,845,369 3,045,000 0.0616% 22,636,111
25 1,324,512,152,360 147,168,016,929 41,354,212,757 5,562,951,040 3,150,000 0.0566% 23,416,667
281
26 1,490,076,171,405 165,564,019,045 46,523,489,352 6,258,319,920 3,150,000 0.0503% 23,416,667

27 1,676,335,692,830 186,259,521,426 52,338,925,521 7,040,609,910 3,528,000 0.0501% 26,226,667
28 1,885,877,654,434 209,541,961,604 58,881,291,211 7,920,686,149 3,638,250 0.0459% 27,046,250
29 2,121,612,361,238 235,734,706,804 66,241,452,612 8,910,771,917 3,748,500 0.0421% 27,865,833
30 2,386,813,906,393 265,201,545,155 74,521,634,188 10,024,618,407 3,858,750 0.0385% 28,685,417
31 2,685,165,644,692 298,351,738,299 83,836,838,462 11,277,695,708 3,969,000 0.0352% 29,505,000
32 3,020,811,350,278 335,645,705,586 94,316,443,270 12,687,407,671 4,079,250 0.0322% 30,324,583
33 3,398,412,769,063 377,601,418,785 106,105,998,679 14,273,333,630 4,189,500 0.0294% 31,144,167
Total 482,392,625
Table 128: Employment Effects and R&D Contribution to GDP

(Unit: USD)
Benefit in Present Value (r = 12%)

Year Additional Contribution R&D Contribution to Total
Contribution to GDP
to GDP GDP
0
1
2
3
4
5
6 3,021,319 6,042,637 9,063,956
7 2,824,393 5,648,787 1,807,789 10,280,969
8 2,640,304 5,280,607 2,421,145 10,342,056
9 2,468,212 4,936,425 2,882,316 10,286,953
10 3,845,563 7,691,126 3,216,870 14,753,559
11 5,032,881 10,065,761 3,638,127 18,736,769
12 4,704,845 9,409,689 3,248,328 17,362,862
13 4,398,190 8,796,379 1,602,793 14,797,362
14 4,111,522 8,223,044 1,567,357 13,901,923
15 4,575,641 9,151,283 1,521,116 15,248,039
16 5,560,630 11,121,260 1,358,139 18,040,028
17 5,198,196 10,396,392 2,801,161 18,395,749
18 4,859,385 9,718,770 2,614,720 17,192,875
19 4,542,657 9,085,314 2,436,075 16,064,046
20 4,899,892 9,799,784 2,265,695 16,965,371
282
21 4,580,524 9,161,048 2,103,859 15,845,432

22 4,281,972 8,563,944 1,950,694 14,796,610
23 4,002,879 8,005,759 1,806,198 13,814,836
24 3,741,977 7,483,955 1,670,272 12,896,205
25 3,498,081 6,996,161 1,542,739 12,036,981
26 3,924,097 7,848,194 1,377,446 13,149,736
27 3,668,330 7,336,660 1,377,446 12,382,435
28 3,429,233 6,858,467 1,268,295 11,555,996
29 3,205,721 6,411,442 1,166,722 10,783,885
30 3,329,752 6,659,503 1,072,355 11,061,610
31 3,112,723 6,225,446 984,816 10,322,985
32 2,909,840 5,819,681 903,725 9,633,246
33 2,720,181 5,440,362 828,705 8,989,249
Total 109,088,940 218,177,879 51,434,904 378,701,723
Analysis
 Net Present Value (NPV): If NPV is greater than 0, it is considered economically feasible. NPV
with the discount rate of r=12% is greater than 0, which is $247,677,223. This is considered
economically feasible.
𝐵𝑡
B = ∑𝑛𝑡=1 (1+𝑟)𝑡
𝐶𝑡
C = ∑𝑛𝑡=1 (1+𝑟)𝑡
Where, B = the present value of the total incremental benefits

C = the present value of the total incremental costs
Bt = benefits increment in year t
Ct = costs increment in year t
r = the social discount rate
t = the number of years
n = periods
NPV = B – C
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Table 129: NPV Derivation

(Unit: USD)
Discount Rate PV of Benefit PV of Cost Net Present Value

B C NPV = B – C
r = 12% 439,850,527 192,173,304 247,677,223
 Internal Rate of Return (IRR): IRR Analysis calculates IRR according to the definition below
with Benefits in Current Value and Costs in Current Value, and then compares the IRR with
discount rate (r=12%). If it is greater than 0, then it is considered to be economically feasible.
IRR is 22.44% which exceeds the discount rate of 12%. This is considered to be
economically feasible.
(𝐵𝑡−𝐶𝑡)
∑𝑛𝑡=1 =0
(1+𝐼𝑅𝑅)𝑡
 Benefit-Cost Ratio (B-C Ratio): According to the calculated NPV, discount rate (r=12%)
applied B-C Ratio is 2.289, bigger than 1. Therefore this is considered to be economically
feasible.
𝐵𝑡 𝐶𝑡
Benefit/Cost Ratio = ∑𝑛𝑡=1 (1+𝑟)𝑡 / ∑𝑛𝑡=1 (1+𝑟)𝑡
Sensitivity Analysis
 Sensitivity Analysis was done by reviewing the NPV and B-C Ratio when the benefits and the
costs fluctuated within 20% range, the worst case scenario being 20% increase in the Costs and
20% decrease in the Benefits. B-C Ratio in the worst case scenario is 1.526 which is still greater
than the B-C Ratio of 1, therefore, the Project is concluded to be economically feasible.
Table 130: Results of the Sensitivity Analysis

(Unit: USD)
Sensitivity Analysis PV Cost PV Benefit B-C Ratio
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Cost fixed Benefit Fixed 192,173,304 439,850,527 2.289
Cost increased (20%) Benefit Fixed 230,607,965 439,850,527 1.907
Cost increased (10%) Benefit Fixed 211,390,634 439,850,527 2.081
Cost decreased (10%) Benefit Fixed 172,955,974 439,850,527 2.543
Cost decreased (20%) Benefit Fixed 153,738,643 439,850,527 2.861
Cost fixed Benefit increased (20%) 192,173,304 527,820,633 2.747
Cost fixed Benefit increased (10%) 230,607,965 483,835,580 2.098
Cost fixed Benefit decreased (10%) 211,390,634 395,865,475 1.873
Cost fixed Benefit decreased (20%) 172,955,974 351,880,422 2.035
Cost increased (20%) Benefit decreased (20%) 230,607,965 351,880,422 1.526
Cost increased (10%) Benefit decreased (10%) 211,390,634 395,865,475 1.873
Cost decreased (10%) Benefit increased (10%) 172,955,974 483,835,580 2.797
Cost decreased (20%) Benefit increased (20%) 153,738,643 527,820,633 3.433
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Financial Feasibility
 This project aims to build a higher education institution centered on S&T. A higher educational
institution by its nature is not an organization intent on financial profit generation. Therefore,
financial feasibility is not pertinent to the current project.
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Chapter 10. Pre-Requisites for Implementation
Securing A Special Legal Status

 The first and foremost pre-requisite for the operation of this project is to secure a special legal
status for the New Institute for its institutional autonomy and independence. Based on the
consultation with the Commission for University Education (CUE), a central regulatory agency
for higher education, it was firmly concluded that the New Institute could be established as a
specialized degree awarding institution per Clause 24 (a) of the Universities Act 2012.
 However, the need for a separate law for the New Institute, as originally conceived by the F/S
Team and strongly recommended by the advisory members for the F/S, was not agreed upon
by the Kenyan side. This is largely due to two concerns.
 First, the proposal to set up the New Institute under a separate law may well be viewed as a
step going backward by government officials and other stakeholders.
Before the creation of the Universities Act 2012 Kenyan universities were set up under
their own separate acts, resulting in inconsistencies and imbalances in quality. The
Universities Act 2012 was the nationwide attempt to put all universities under the same
legal framework for quality control. Therefore, proposing to set up a new university under
its own law is very much likely to be interpreted as an insensible attempt to reverse the
new law.
Second, even if it is possible to set up a new university with its own law, it would take
much longer time than utilizing the specialized degree awarding institution clause, which
will risk the loss of the momentum for the project.
 Yet, MOEST obtained the letter from the Commission for University Education (CUE) stating
officially that the New Institute could be established under the aforementioned clause of
Universities Act 2012 (shown in Appendix B1).
Securing An Endowment Fund

 Stable funding for the New Institute is key to its long-term sustainability. Given that the EDCF
loan is used to construct campus buildings, purchase equipment, and provide consulting, the
real cost of operating this new institution must be taken up by the Kenyan side.
 According to MOEST’s National Educational Sector Support Program (NESSP)’s Summary
Costing University Programs (available in Appendix B2), MOEST projects the cost for the
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establishment of the New Institute to be 18,110 million Ksh (roughly US$ 171 million – based
on the exchange rate of September 2015) over five years.
 During the Fourth Field Trip, both MOEST PIT and the National Treasury suggested that the
EDCF loan cover some of the initial operational cost, as otherwise the New Institute would be
hard to take off. Since the exact terms of the loan will be determined between the two
governments when the actual project is launched, MOEST PIT, the National Treasury, and the
F/S Team all agreed that the degree of financial commitment to the project is better to be left
to a bilateral negotiation.
 Yet, the National Treasury clarified that as GoK typically provides 10% of the loan amount as
a “government counterpart fund,” the minimum amount of GoK’s counter-funding will be at
least 10% of the eventual loan amount.
Securing the Site Infrastructure

 Equally important as financial sustainability is physical feasibility of constructing campus
buildings. According to KOTDA, the development of the University Band is now being fast-
tracked due to the New Institute, projecting that the site would be livable by the year of 2017.
 This planning is based on the degree of progress of infrastructure development so far. The
KOTDA pavilion will be built in 2016 along with the police station in the Life Sciences Band
that is now being developed first. Primary and secondary schools are slated to open in 2019.
 In addition to educational facilities, other amenities and facilities such as the post office, banks,
groceries, and retail stores will need to be in place before or at least at the time of the opening
of the New Institute. If these basic facilities are not provided in a timely manner, the operation
of the New Institute will fall in great jeopardy.
 It should also be noted that the potential delay of the Konza City Project due to various factors
or circumstances including the failure of attracting tenants to the City (which means failure of
attracting private investment) can pose great risk to the current project. As stipulated in the
Aide Memoire of the Third Field Trip, MOEST and KOTDA all agreed that the launch of the
New Institute be tied to the timely and proper implementation of the Konza City Project in
order to prevent any delay or problems that may befall the latter.
 MOEST PIT agreed to make sure in close collaboration with MIC and KOTDA that the key
infrastructure for the University Band such as power, water, fiber optics, roads must be
completed by the year of 2017 so that the actual campus construction can begin anytime in
2017. During the Fourth Field Trip, MIC PS made a presentation on his own (as shown in
Appendix B3) about the current status of Konza’s infrastructure development as a response to
the F/S Team’s inquiry about the prospect for timely progress of Konza’s University Band
infrastructure building.
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Securing Special Incentives for Top-Notch Students

 As pointed out in Chapter 3, the remarkable growth of Korea KAIST could not be possible
without proper incentives that attracted top-notch students around the country. The strongest
incentive was the military service exemption for students undertaking doctoral studies in
science and engineering at KAIST. Full scholarships generously funded by the Korean
government was another incentive that was rarely copied in other institutions.
 In order to recruit the best talents in Kenya and East Africa, the New Institute should have its
own incentive schemes that suit the social, political, and economic conditions and constraints
in Kenya. One of such potential incentives is the three-year industrial experience requirement
exemption for the engineering master’s and doctoral students educated at the New Institute.
Yet more creative proposals for incentives need to be explored.
Securing Other Conditions for Timely Progress of the Project

 In order to ensure timely progress of construction and consulting, separate office space enough
to accommodate the needs of the consultants must be provided by the Kenyan side.
 It is agreed that the tax incurred for the current project will be borne out by the Kenyan
government.
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Chapter 11. Environmental & Social Impact Assessment
Environmental Impact Assessment

 An environmental impact assessment is conducted to find out the impacts of the proposed
project on the natural environment. According to Korea Eximbank’s Environmental Impact
Analysis Group Category, projects can be divided into three categories: (i) Category A – the
project having potentially serious adverse impacts on wide areas, (ii) Category B – the project
having adverse environmental impacts that are less than those of Category A, and (iii) Category
C – the project having negligible, insignificant, or minimal environmental impacts on sensitive
areas.
 As the current project uses the government-procured land that was already approved by the
environmental agency (i.e., NEMA), at least the prima facie evidence can be said to exist to
classify the project as Category C. However, the actual construction phase may need additional
environmental impact assessment on a small area confined to the University Band site. During
the Complementary Field Trip on architectural issues, KOTDA agreed to conduct proper
procedures necessary to clear the issues if the further need for environmental impact assessment
arises.
Social Impact Assessment

 Social impacts literally means the impacts on society. As such, they are largely interpreted as
the impacts on the people who will operate, affect, or be affected by the project. Social impact
assessment therefore aims to estimate the consequences of the project in terms of who benefits
and who loses from the proposed project.
 Given the goals of the current project, one may identify several benefits on different segments
of the Kenyan society as shown in the following table.
Table 131: Social Impact Assessment I
Category Description
Higher  By introducing a novel and innovative approach to higher education, the
Education current project will contribute to changing the general atmosphere of
education and research.
 In addition, setting up higher standards in faculty and staff
compensation, it will also help elevating the current welfare levels of
university faculty and staff.
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Secondary  While this project is the one establishing a higher education institution,
Education it will also change the dynamics of secondary education, especially for
math and science-related subjects.
 This project will provide particularly strong incentives to those
secondary students gifted in math and science to pursue S&T careers
instead of diverting to different careers.
Culture  Although the current project is to be undertaken in the higher education
sector, the emphasis of the New Institute on creativity, innovation, and
passion is likely to be diffused into other sectors.
 The diffusion of the culture appreciating creativity and work ethic will
certainly be a positive influence on national culture.
 It should also be noted that the proposed project may have detrimental effects on some
segments of the Kenyan society given the status quo of vested interests in the existing system.
Table 132: Social Impact Assessment II
Category Description
Higher  Given the limited financial and material resources for the higher
Education education sector, the set-up of a new university is very much likely to
be viewed as a competitive move threatening the existing status quo of
the major top universities in Kenya.
 The New Institute may therefore exacerbate the already intensifying
competition for limited resources among Kenya’s higher educational
institutions.
Secondary  Given the special privileges and benefits given to the students admitted
Education to the New Institute, a limited number of slots for this new institution
may drive secondary students to over-competition at the risk of
generating a black market for secondary education (e.g., cram schools).
Culture  As much of the rules and governance structure of the New Institute is
different from those of other institutions, it may result in
incompatibilities and discords with existing cultural expectations and
conventions.
 Finally, as the New Institute is to be built in the region already secured by the government, no
particular impact in terms of human migration or dislocation is expected for the construction
site and its neighboring towns. In fact, the construction site as empty land had no previous
residents. Therefore there will be no relocation of local residents or indigenous people in the
area.
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Appendix
A. Aide Memoires
 The following Aide Memoires contain the main text only as some appendices overlap with the
Appendices of this report. The original signed copies with full appendices are available upon
the request to the F/S Team or Korea Eximbank.
A1. Aid Memoire from the First Field Trip
- PEA: Ministry of Education, Science and Technology

- Project Name: Establishment of Kenya Advanced
Aide Memoire Institute of Science and Technology
(Kenya KAIST) at Multimedia University of
Signed: 11 July 2014
Kenya (MMU) in the Republic of Kenya
- Task: First Field Trip of the F/S for the Project
I. Progress Update of the Project
1. Previously, Export-Import Bank of Korea (KEXIM Bank), as the Government Agency for
the Economic Development Cooperation Fund (EDCF), and the ministries of the Republic of
Kenya through officials/professors of the National Treasury, Ministry of Education, Science and
Technology (MOEST), and Multimedia University of Kenya (MMU) have made a progress for
establishing Kenya Advanced Institute of Science and Technology (“Kenya KAIST”) at MMU
in the Republic of Kenya in order to upgrade the current level of MMU to a more advanced
university of science and technology to include postgraduate programs driven by information
and communication technology (ICT) niche, relevant to needs of the region and Africa after
completion of the project (hereinafter referred to as the “project” or “Project”).
2. The progress and achievement made to date can be summarized as follows:

(i) The policy dialogue for the project between the two governments was held on 19 July
2013;
(ii) The Kenyan government submitted a request for supporting the Feasibility Study (F/S)
for the project to the Korean government on 20 August 2013;
(iii) The initial Project Concept Paper (PCP) was signed on 8 November 2013 between the
National Treasury, the MOEST, and Korea Eximbank;
(iv) The revised PCP was signed on 25 April 2014 between the National Treasury, the
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MOEST, and Korea Eximbank;

(v) Korea Eximbank selected a consulting firm for conducting the F/S of the project—a
consortium consisting of Korea Advanced Institute of Science and Technology
(KAIST), Korea Development Institute School (KDIS), and Samoo Architects and
Engineers—in early June 2014. The contractual F/S period approved by Korea
Eximbank is six (6) months extending from 10 June 2014 to 9 December 2014; and
(vi) The consultants to conduct the F/S (F/S Team), along with the representatives2 from
Korea Eximbank, made the first field trip to Nairobi, Kenya for the week of 7 to 11 July
2014, during which they had an official kick-off meeting for the F/S on 8 July 2014 with
the MOEST and MMU (the Kenyan side).
3. The F/S Team and the Kenyan side closely cooperated during the first field trip as major
decisions and issues are further described in this aide memoire.
4. A wrap-up meeting for this first field trip of the F/S was held at the MOEST on 11 July 2014.
This aide memoire reflects what the F/S Team understood and discussed with the Kenyan side
during the first field trip. Based upon this aide memoire, upcoming activities for the F/S—
including the second, third, and fourth field trips—will proceed in close cooperation with the
Kenyan side, in order to expedite the process for the successful completion of the F/S.
II. Kick-off Meeting
5. The meeting was held at the conference room of the MOEST (10th floor of Jogoo House
Building on Harambee Avenue, Nairobi) in the afternoon (1:00 pm to 2:30 pm) on July 8, 2014.
The list of attendees is attached in Appendix.
6. In the meeting, Dr. Belio Kipsang, Principal Secretary of the MOEST, welcomed the F/S
Team as well as Korea Eximbank’s representatives and made a commitment of a full assurance
for supporting the F/S throughout the entire F/S period. He also resolved a few critical issues,
including the designation of responsible personnel to assist all the activities conducted by the
F/S Team.
7. Prof. Soo-Young Lee, Project Manager for the F/S, briefed the attendees the summary of the
Inception Report (IR) for the F/S whose printed and soft copies were delivered to the Kenyan
side at the meeting. The major contents of the IR summary include:
(i) Overview of the F/S;
(ii) Kenya-Korea and Kenya-KAIST, including the current status of KAIST;
(iii) Project objectives;
(iv) Main strategies for the project
(v) Risk analysis;
(vi) F/S Team organization;
(vii) Overall and detailed schedules; and
2
Jae-il Nam, Senior Technology and Procurement Specialist, EDCF Operations Services & Evaluation Department, and Kwang-
hyun Lee, Senior Loan Officer, EDCF Africa Team
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(viii) Detailed field trip schedules (the second, third, and fourth field trips) to Kenya.
8. At the end of the presentation, Prof. Lee asked the MOEST to designate responsible persons
for five different areas that will be crucial in the process of performing of the F/S—overall
matters, educational planning, curriculum, equipment and facilities, industrial cooperation, and
building (architectural) design. The table requested—as suggested in page 12 of the summarized
IR presentation— was provided by Ronnie Mugoiri, Assistant Director of Education, Directorate
of Higher Education, MOEST. Shown below is the tentative list of contact points subject to
change.
Item Department Name Title Point of Contact

Directorate of Dr.
Senior Deputy
Overall Higher Nya’gate Ronnie Mugoiri
Director
Education Areba
Directorate of
Dr. George
Educational Research
A. Director Dr. George A. Ombakho
Planning Management &
Ombakho
Development
Deputy Vice
Prof. Paul
Curriculum MMU Chancellor Prof. A. N. Mayaka
Mbatia
AA, R&I
Deputy Vice
Equipment & Prof. Paul
MMU Chancellor Prof. A. N. Mayaka
Facilities Mbatia
AA, R&I
National
Commission for Acting
Industrial Dr. Moses
Science, Commission V. O. Awuor
Cooperation K. Rugutt
Technology, and Secretary
Innovation
Prof. Deputy Vice
Building
MMU Rosebella Chancellor Arch. Isaac M. Njeru
Design
Maranga AF&P
9. It was also agreed between the F/S Team and the Kenyan side that on the last day of each
field trip, an aide memoire will be signed by the Principal Secretary and the Project Manager.
The aide memoire is intended to summarize major achievements and/or activities during each
field trip, thereby checking and managing any delay or risks factors that might arise during the
F/S period.
III. Stakeholders Meetings
10. The schedule for the F/S Team to meet stakeholders was discussed in the conference room
on the 26th floor of Telposta Towers. With a very short notice, only a few meetings could be
arranged. The F/S Team, however, advised the Kenyan side that many more meetings with
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stakeholders (industry, academy, policy-makers, etc) would be arranged at the second field trip
in order for the team to reflect what is needed for Kenya KAIST in the final F/S report by going
through in-depth discussions with relevant stakeholders.
11. The meeting with the National Commission for Science, Technology and Innovation
(NACOSTI) was very productive in terms of:
(i) Identifying main issues in establishing high-priority areas for Kenya KAIST;
(ii) Finding out how NACOSTI perceives the Kenya KAIST project with special attention
to competing visions for the identity of Kenya KAIST;
(iii) Discussing various national S&T laws and action plans that Kenya KAIST has to be
nested in;
(iv) Reaffirming the Kenyan government’s commitment to support for STEM (Science,
Technology, Engineering, and Mathematics) education; and
(v) Obtaining the Commission’s Annual Report 2012 that describes all ranges of S&T-
related initiatives and projects funded by the Kenyan government;
12. The meeting with the Directorate of Research Management and Development was very
informative in terms of:
(i) Locating data sources on national R&D funding, trilateral structure of institutions
performing R&D (public research institutes, universities, and government in-house
research agencies), and the linkage of academic research and industrial innovation;
(ii) Discussing the current profile of Kenya’s R&D input and output as well as the S&T
workforce problems;
(iii) Sharing the concerns with the current status of Kenya’s domestic industries in terms
of accommodating future graduates with S&T education;
(iv) Obtaining detailed information on the evaluation scheme of R&D outcomes including
patents and papers as well as the assessment of socioeconomic impacts of publicly
funded R&D in Kenya; and
(v) Acquiring a hardcopy report (unavailable on public domain) on various S&T
indicators titled “The Kenyan Innovation Survey Report 2012”;
13. The following were the stakeholders’ views with regard to the Kenya KAIST project.
(i) Academic institutions teach more theory and less applicable technologies that industry
requires;
(ii) Kenya KAIST will serve people beyond the Kenyan borders;
(iii) Starting Kenya KAIST as a graduate school is an excellent idea since it will be more
focused on high-level education and research and development (R&D), and
undergraduate programs will benefit from the project;
(iv) The establishment of Kenya KAIST as a graduate school, resonates with how Korea
KAIST was established and also with the Kenyan government’s own desire about the
same;
(v) Low-level technology training in higher education in Kenya does not meet the industry
requirements;
(vi) There is a need to move fast to improve university curriculum so that they are well
aligned to industry needs similar to the way it is done in industrialized countries;
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(vii) There are inadequate numbers of “practical” engineers in Kenya and there is a great need
to educate more;
(viii) It was hoped that Kenya KAIST at MMU will make a positive impact in changing the
trends in high-level science and technology education in Kenya;
(ix) Institutions of higher education need to understand the industry in order to establish
relevant curricula;
(x) The Kenya KAIST project should emphasize higher education in ICT, electrical
engineering, and other related areas;
(xi) Universities should think of having a diverse teaching staff which includes people from
the relevant industries; and
(xii) It was noted that efforts have been made to bring universities and industry together but
what was lacking was making the linkage functional.
14. It was agreed that more in-depth discussions are needed during upcoming field trips. For
efficient discussion and time-saving purposes, the F/S Team will send detailed questionnaire in
advance.
IV. Discussion with MMU
15. On 10 July 2014, the F/S Team visited MMU and discussed with its Vice Chancellor and
professors on the following key issues:
(i) Identity of MMU in establishing Kenya KAIST;
(ii) Site location (at MMU campus);
(iii) Graduate school (or including undergraduate school);
(iv) Faculties and disciplines to be initially opened;
(v) Initial operational size (in terms of building, students, professors, etc.);
(vi) Industry-academy cooperation strategy; and
(vii) Enhancing synergy effects with MMU (site, building, ICT infra, supporting facilities,
etc.)
16. The views and suggestions from MMU regarding the Kenya KAIST project at MMU are
summarized as follows:
(i) Kenya KAIST will serve Kenya and the region.
(ii) Kenya KAIST shall be located at the lower side of MMU next to the main gate.
(iii) Kenya KAIST will develop and mount quality programs that are innovative and relevant
to national, regional, and global needs.
(iv) The programmes will focus on Engineering, Computing & Information Technology,
Science & Technology and related disciplines.
(v) The initial operational size will be determined by the Feasibility Study which will be
aligned to the country’s development priorities especially as detailed in Kenya Vision
2030.
(vi) The Kenya KAIST teaching, research and innovation programmes should meet industry
needs.
(vii) The development of Kenya KAIST facilities should be done to fit into and enhance
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MMU’s Master Plan.
17. The F/S Team and MMU noted that the above key issues are critical but difficult ones to
resolve, necessitating in-depth debate and discussion for the second filed trip. They plan to make
a tentative outline by the end of the second field trip.
IV. Architectural Issues
18. Samoo Architects and Engineers (“Samoo”) has taken a number of separate meetings with
local architectural consulting firms as well as architects and engineers of MMU in order to
efficiently utilize a limited time frame during the first field trip. The architect assigned for the
project from MMU arranged all the meetings for the discussions required to complete the first
field trip’s agenda for Samoo to collect all the data and information as much as possible for
preparing for the architectural part of the F/S report.
19. Mr. Issac Njeru, Deputy Estates Manager, MMU, has been appointed as a key person to
assist all the architectural and engineering technical matters to accommodate Samoo’s requests
and tasks in order to analyze and investigate the elements for the F/S. Mr. Isaac Njeru has also
promised to provide 50% of the data of technical questionnaires by Friday (July 11th) and rest of
the data will be ready no later than July 17th at the latest.
20. MMU Suggested Samoo to take a campus tour to Kenya Industrial Research &
Development Institute (KIRDI) and Strathmore Business School, Nairobi. SAMOO would also
visit other relevant built environments within Nairobi to understand the architectural
characteristics of the Kenyan architecture. It is recommended that the architectural proposal to
be included in the final F/S report should be a landmark, advanced facilities, and ensure use of
local materials.
21. Samoo has held a couple of interviews with local architectural firms to be introduced a
special architectural assistant that will help collect and understand local conditions.
22. Samoo has also requested MMU to provide it with required facility programs (to be
confirmed by MMU that MMU has some initial ideas) and the list of all counter parts of the
architecture and engineering fields.
V. Provision of Data and Materials Requested by the F/S Team
23. The Kenyan side promised to provide information required for successful completion of
the F/S, including data on various socioeconomic indicators. It was agreed that for data requests
or questions they could not provide immediately, they would have them ready in two weeks from
the end of the first field trip.
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24. MMU returned the F/S Team’s first-trip questionnaire with most questions and data requests
filled in. For the questions or data requests they could not handle on their own, MMU specified
the potential source organization of the data.
25. The MOEST agreed to share all necessary information on the current profile of the nation,
most of which is available through the databases maintained by NACOSTI.
VI. Upcoming Field Trip Schedules
26. The upcoming field trips were tentatively scheduled as follows, which is subject to change
if agreed between the F/S Team and the Kenyan side:
(i) Second field trip: August 18 through 22, 2014;
(ii) Third field trip: October 6 through 10, 2014; and
(iii) Fourth field trip: November 17 through 21, 2014
27. The F/S Team suggested a joint workshop during the second field trip—to be conducted by
MMU and the professors of F/S Team—to grasp the level of university students in Nairobi that
could be instrumental in the curricular planning of the F/S. The Kenyan side welcomed the
proposal. The date and venue for the workshop will be determined with further discussion.
28. Apart from the F/S field trips, the Kenyan side proposed a fact-finding overseas trip to
KAIST in order to benchmark Korea’s advanced model and thereby to reflect in the interim F/S
report. The F/S Team welcomed it and recommended for the trip to be scheduled at least two
weeks prior to the second field trip so that the team can have enough time for preparing the
second field trip, on the condition that discussions during the visit of the Kenyan side to Korea
will be reflected in the preparation of the second field trip. The trip was tentatively scheduled for
the week of July 28 through August 4, 2014. The name(s) of visiting Kenyan team and agenda
will be further coordinated through correspondence in due course. This trip is part of the
Feasibility Study phase of the project and will therefore be financed by the F/S team.
VII. Other Matters
29. The representatives from Korea Eximbank made a courtesy call to the National Treasury of
Kenya on 9 July 2014 and briefed a summary of F/S Inception Report. It was agreed that the
final report of the F/S will be discussed and agreed with the National Treasury through the
MOEST. The National Treasury noted that the second and third field trips do not have to be
discussed or coordinated with it.
III. Acknowledgement
30. The F/S Team wishes to express its sincere appreciation to the Ministry of Education,
Science and Technology, and Multimedia University of Kenya for the productive discussions,
cooperation, and assistance extended to the team during its stay in the Republic of Kenya.
31. This aide memoire was prepared by the F/S Team and signed on July 11, 2014 in Nairobi,
Kenya.
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A2. Aid Memoire from the Third Field Trip
 Project Execution Agency: Ministry of Education,

Science and Technology
 Project Name: Establishment of Kenya Advanced

Aide Memoire
Institute of Science and Technology (Kenya KAIST)
Signed: 28 May 2015 in the Republic of Kenya
 Task: Third Field Trip of the Feasibility Study (F/S) for

the Project
1. Update on the Project Status

1.1. The Project to establish Kenya KAIST was originally conceived as a project to
upgrade Multimedia University (MMU) by creating postgraduate programs focused on
its niche, information and communication technology (ICT), as summarized in the
Aide Memoire signed during the first field trip of the Feasibility Study (F/S) Team and
Korea Eximbank for this project.
1.2. The progress made up to date is summarized as follows:
1.2.1. The policy dialogue for the project between the two governments was held on
19th July 2013, followed by the Kenyan government submitting a request for
support with the Feasibility Study (F/S) for the Project to the Korean government
on 20th August 2013;
1.2.2. The initial Project Concept Paper (PCP) was signed on 8th November 2013
between the National Treasury, the Ministry of Education, Science, and
Technology (MOEST), and Korea Eximbank, with the revised PCP signed on 25th
April 2014 among the same parties;
1.2.3. Korean Eximbank selected a consortium consisting of Korea Advanced Institute
of Science and Technology (KAIST), Korea Development Institute School
(KDIS), and Samoo Architects and Engineers to form an F/S team in early June
2014 for the contract period running six months from 10th June 2014 to 9th
December 2014.
1.2.4. The first field trip by the F/S Team comprising of the above consortium and
Korea Eximbank was conducted in July 2014 in which the F/S Team held a kick-
off meeting with the MOEST by presenting the outline of its F/S tasks and
requesting assistance in gathering various data on Kenyan society, economy, and
education that were not easily accessible on the public domain. The Aide Memoire
containing the plans with collaboration with the Kenyan side including MOEST
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and MMU as well as the summaries of various stakeholder meetings was signed
on 11th July 2014.
1.2.5. Another complementary trip was made in November 2014 in the midst of
research and deliberation on the identity and initial programs of Kenya KAIST.
While no explicit agreement was signed, the Principal Secretary in his letter dated
October 25th gave comments on three important points: (i) a new site as the F/S
Team concluded the new university should be an autonomous institution, (ii) a
matching fund/counter-fund to show commitment of the Kenyan government to
the Project as well as to ensure the sustainability of Kenya KAIST, and (iii) inter-
ministry collaboration to elevate the Project to a government-wide project.
1.2.6. Due to the internal disagreements over the identity and initial program selection
for Kenya KAIST within the consortium, the F/S Team was re-organized in
February 2015 with the Korea Development Institute School (KDIS) withdrawn
from the Consortium and a new project manager (PM), Professor Hak-Sung Kim,
appointed. The contract period was extended to 14th September 2015.
1.2.7. The re-organized F/S team made the Third Trip during 24th~28th May 2015 to
update on the midterm report preparation for the Kenyan side and finalize a few
decisions including (i) the identity and initial programs of Kenya KAIST, (ii) site
selection, (iii) the matching fund/counter-fund to finance operating costs, and (iv)
inter-ministry taskforce (T/F) work.
2. F/S Progress Update

2.1. Acknowledging the critical importance of science and technology (S&T) to fast-track
modernization and at the same time noting the various gaps in utilizing S&T to
transform Kenyan society into a middle-income country by 2030 as envisioned in
Kenya Vision 2030, the F/S Team has concluded from two previous field trips that this
new university needs to be started as an independent and autonomous institution
offering high-quality S&T education to meet the current and future demands for skilled
engineers and scientists.
2.2. This Third Trip was intended to explain the delay in the F/S work, present the F/S
progress to the Kenyan side and obtain further input from the latter so as to finalize its
midterm report with such feedback upon return to Korea. The F/S Team will make
sure to complete the task in a timely manner with full responsibility.
2.3. The Trip started with the meeting with the MOEST Principal Secretary, Dr. Belio
Kipsang on May 26th, Tuesday, 2015, in his office on the second floor of Jogoo House
B. The list of attendees is provided in Appendix A. The F/S Team handed out the draft
midterm report and made presentation of its outline (table of content available in
Appendix B). The F/S Team requested comprehensive feedback on the draft midterm
report including the following items by June 12th, Friday, 2015.
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2.3.1. (Rationales for Kenya KAIST) Recognizing the importance of S&T as an

indispensable component for developing countries to fast-track modernization, the
F/S Team presented the Korea KAIST model of S&T education as one of the most
important elements of South Korea’s rapid economic growth to be benchmarked
for Kenya to realize Kenya Vision 2030. Both MOEST and the F/S Team agreed
to the need of a new S&T-centered university to generate highly skilled engineers
and scientists to lead its economy.
2.3.2. (Identity of Kenya KAIST) Through a series of dialogues with various
stakeholders in Kenya during the previous field trips as well as consultations with
Korean experts involved in the creation of Korea KAIST, the F/S Team concluded
that the new university should be started as a graduate-only school with special
status guaranteeing its independence and autonomy.
2.3.3. (Initial Programs) The F/S Team presented its suggestions for strategic fields of
study (FOS) that Kenya KAIST had to focus on. These are divided into three
faculties comprising of core programs as follows: (i) mechanical engineering,
electrical engineering, and ICT engineering, (ii) chemical engineering, civil
engineering, and agricultural engineering/biotechnology and (iii) basic science
education such as math and physics. The F/S Team recommended a phased
expansion of the school with the following optional programs to be added at later
stages: environmental engineering, materials science and engineering, industrial
engineering, and science policy & technology management.
2.3.4. (Size and Build-up Plan) With limited resources relative to the vision of the new
school, the F/S Team recommended that the new school start small with about
15~20 students for each master program and gradually expand to full-fledged
master’s and doctoral programs. The F/S Team will provide a draft of faculty and
student recruitment size annualized by department and degree in its midterm
report.
2.3.5. (Governance Structure) To ensure the independence of Kenya KAIST, the F/S
Team recommended that not only an independent board of trustees but also a
special law or measure need to be introduced to create an environment for this
new university so as to promote innovative approaches in all aspects of research
and education. In addition, the board of trustees – comprised of the president, the
representative of MOEST, the representative of the National Treasury, other
eminent members of academic and industrial societies in Kenya and abroad – will
exercise full authorityfor Kenya KAIST. Other entities for governance include the
auditor, the advisory council, the external advisory committee, and the faculty
council.
2.3.6. (Measures for Sustainability) As the long-term viability of Kenya KAIST
depends on the stable funding and other intangible support as faculty (re)training
and exchange programs, the F/S Team strongly suggested that the Kenyan
government need to take up the operational cost and create an institutional
endowment fund at the beginning of the operation.
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2.3.7. (Trip Schedule) The F/S Team and Korea Eximbank conducted this trip
according to the following schedule.
DATE MEETINGS & TASKS
5/24/Sun  10:00AM, F/S Preparatory Meeting
 2:00PM, Meeting with university professors and private-
sector professionals in Kenya
5/25/Mon  10:00AM, Preparatory Meeting with the MOEST
 2:00PM, Meeting with the MOEST Principal Secretary
(rescheduled to 5/26/7:30AM and replaced by F/S Progress
Meeting)
5/26/Tue  7:30AM, Meeting with the MOEST Principal Secretary:
F/S progress update and draft midterm report presentation
& discussion
 10:00AM, Meeting with the Ministry of Information,
Communications and Technology officials
 2:00PM, Meeting with the Ministry of Industrialization and
Enterprise Development officials
 4:00PM, Meeting with the National Treasury officials
5/27/Wed  10:00AM, Visit to Konza Techno City
 3:00PM, Meeting with the MOEST officials
5/28/Thu  8:00AM, Meeting with the Konza Technopolis
Development Authority (KoTDA) CEO
 10:30AM, Visit to the University of Nairobi and tour of lab
facilities
 12:00PM, Meeting with the MOEST officials
 4:00PM, Aide Memoire Signing Ceremony with MOEST
2.3.8. (Future Schedule) Samoo, the other F/S Team member, will make a field trip in
late June 2015 in order to conduct the analysis of the site for basic campus
planning and design. The F/S Team will submit to Korea Eximbank the midterm
report containing the resolution of the major issues, project cost estimation and
campus design in July. Economic and technical feasibility analysis will be
performed early August. The F/S Team will submit the draft final report late
August and make a final visit for the presentation. The F/S will be completed in
September 2015.
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3. Major Issues Discussed and Resolved

3.1. The F/S Team identified major problems and concerns to be addressed in regards to
the establishment, operation, and long-term sustainability of Kenya KAIST during its
midterm report drafting. All of them were discussed with various stakeholders in
Kenya with some resolved as follows. All data and information requested by the F/S
Team shall be delivered from the MOEST by June 12th, Friday, 2015.
3.2. (Identity) Kenya KAIST shall be set up as a graduate-only school to train researchers
in science, engineering and technology. The MOEST concurs with the proposal of the
F/S Team that Kenya KAIST be established as a specialized graduate degree-awarding
institution of strategic national importance. In consultation with the Commission for
University Education (CUE) in charge of accreditation, licensing, and chartering of
public universities, the MOEST shall explore all legal options to establish the institute
by either repealing a section in Universities Act 2012 or seeking a regulation to
establish the institute under its own law. The outcome of this consultation shall be
shared with the F/S Team.
3.3. (Governance) The MOEST and the F/S Team agreed that the institute shall be
established with a unique governance structure unlike the one provided under
Universities Act 2012.
3.4. (Initial Programs)The MOEST agreed to the F/S Team’s tentative recommendations
for initial programs. The MOEST will provide input into the selection process in the
form of the data and statistics pertinent to (i) current industrial profiles and forecast for
future industrial evolution, (ii) demand forecast for well-trained engineers, (iii) supply
of engineers from other universities, and (iv) policies of various relevant ministries.
3.5. (Size and Build-up Plan) The MOEST agreed that the institute shall start with about 15
to 20 master students for each department and gradually expand to include doctoral
degrees and in the future undergraduate students.
3.6. (Site) The MOEST has proposed that the institute be set up in Konza Techno City,
which has in its master plan provided space for the establishment of a university.
KoTDA made commitment to avail this land for the institute. The F/S Team and Korea
Eximbank agreed that the institute be set up in Konza Techno City in principle.
3.6.1. For the successful implementation of the Kenya KAIST Project, the MOEST
and the F/S Team agreed to tie the initiation of the Kenya KAIST Project to the
timely and proper implementation of the Konza City Project in order to prevent
any delay or problems that may befall the latter. As to the concern with
stakeholder disputes such as local governments, KoTDA made it clear that all
three county governments neighboring Konza Techno City were cooperating
closely with a full understanding of the importance of this national project.
3.6.2. KoTDA will provide the F/S Team with the up-to-date detailed status of Konza
Techno City including the following: (i) master and annualized implementation
plans for all four phases of its development, (ii) government annual budget
disbursed and secured so far with the distribution by purpose and function, (iii) the
size of private investment committed and confirmed, (iv) current conditions and
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future schedules of infrastructure development including power supply, water

treatment and sewage, transportation (roads and railways), ICT connectivity (fiber
optic cables), and (iv) environmental impact assessment. In addition, KoTDA will
support and work closely with Samoo regarding its architectural tasks by offering
detailed data and information onthe exact siting of the institute, topographical
conditions, land size, functional designation of land areas, and relevant regulations
for construction.
3.7. (Funding Model) The GoK, through MOEST, the PEA, and the National Treasury
have committed that matching funds/counter funding of the project shall be provided
for the establishment and operations and long-term sustainability of the project. The
F/S Team was requested to include in the report a detailed breakdown of the estimated
costs required for operation and sustainability of the project. These costs include but
are not limited to: scholarships, faculty and staff salaries, research funds, and other
administrative and management costs. The MOEST and the F/S Team agreed that
these costs are automatically covered by the government once the institute is
established as a public institution. They also agreed to devote a specific portion of the
matching fund to setting up an institutional endowment fund. This fund will be used to
cover the expenses such as start-up funds for eminent faculty, research grants, and
research centers, which will be refilled by the National Treasury in the event of
depletion. All these discussions of the funding model would form the basis of the GoK
and the Republic of Korea loan negotiation for the project.
3.8. (Inter-Ministry Collaboration) The MOEST has engaged and brought on board other
ministries and agencies to participate in the Project. These include but are not limited
to; the Ministry of Information, Communications and Technology (ICT), Konza
Technopolis Development Authority (KoTDA), the Ministry of Industrialization and
Enterprise Development, the Ministry of Devolution and Planning, the National
Treasury, and the Commission for University Education (CUE).
3.9. (Project Management Unit) The MOEST has constituted a PMU headed by Dr.
Nyang’ate Areba. Mr. Archer Arena, Prof. A. Mayaka and other members shall be
included on a need and case-by-case basis.
Item Institution Name Title
Project Dr. Nyang’ateAreba PIT Leader
Directorate of Higher
Implementation Mr. Archer Arena PIT Assistant
Education
Team (PIT) Prof. Abel Mayaka Advisory Member
Operating Mr. Jackson N. Director of External
National Treasury
Funding Kinyanjui Resources Department
Ministry of
Senior Assistant
Industrial Data Industrialization and Mr. John K. Munguti
Director
Enterprise Development
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Kenya Technopolis
Chief Executive
Site Set-up Development Authority Eng. John Tanui
Officer
(KoTDA)
3.10. (Stakeholder Involvement) In order to involve key stakeholders in this Project,

the F/S Team and the MOEST agreed to involve various stakeholders such as: (i) other
relevant government ministries, (ii) industry representatives, (iii) research institutions
representativessuch as Engineers’ Board of Kenya, (iv) university representatives, and
(v) the Korean government representatives.
3.11. The F/S Team requested further information regarding data and information that
were not publicly available as specified in the Third Trip Questionnaire. The MOEST
has provided most of them with the rest(employment rates of graduates in S&T fields,
E/F repository, research funding available to S&T researchers) to be supplied.
4. Stakeholder Meetings
4.1. The F/S Team and Korea Eximbank met with various government ministries and
agencies that needed to be included in the Project and had the following discussions.
Throughout all these meetings, the MOEST officials accompanied the F/S Team and
Korea Eximbank to facilitate the discussions and ensure a shared understanding of the
issues raised and discussed.
4.2. (Ministry of Education, Science and Technology) The F/S Team and Korea Eximbank
discussed major issues with Dr. Belio Kipsang, the Principle Secretary in Jogoo House
B on the 2nd floor. The MOEST agreed to take full responsibility as the Project
Management Unit(PMU) such as the delivery of the data and informationto the F/S
Team by coordinating all activities among relevant stakeholders.
4.3. (Ministry of Information, Communication and Technology) The F/S Team and Korea
Eximbank discussed the prospect of Konza Techno City in its meeting with Dr.
Katherine W. Gitau, ICT Secretary, in her office on Teleposta 10th floor. She fully
agreed to the need of a new S&T focused institute that can fill the gaps in the demands
for high-skilled engineers which will also help to stem the brain drain of Kenyan
talents and promised to give full support in the process of building the new institution.
Dr. Gitau expressed some concerns about the risks of Konza Techno City in terms of
private investment and long-term prospects and recommended a full analysis of
potential risks for the successful completion of the Project.
4.4. (Ministry of Industrialization and Enterprise Development) The F/S Team and Korea
Eximbank discussed with the Ministry officials including Mr. John K. Munguti, Senior
Assistant Director of Industries, the industrial needs for highly skilled engineers and
governmental programs to promote industrial-academic collaboration. While this
ministry focuses on more traditional industries such as leather, textile, and food
processing, the officials agreed to the need for the government support for upgrading
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skills to meet both traditional and emerging areas of industrial development. They also
agreed to provide further informationsuch as the proportion and wages of different
categories of engineering professions for the F/S Team to assess the current and future
industrial profile relevant to engineering.
4.5. (National Treasury) The F/S Team and Korea Eximbank discussed the funding model
with Mr. Moses K. Kanagni, Chief Economist (representing Mr. Jackson Kinyanjui,
Director of External Resources Department, due to his business trip) and Mr. Robert
Gatonga, Senior Economist. The F/S Team first presented the major issues at this stage
such as the identity, site location, and funding model. The discussion chiefly focused
on the funding of the new school. Given the intangible nature of establishing and
running an educational institution, the substantial commitment of the National
Treasuryis the key factor for the sustainability of Kenya KAIST. All parties agreed to
base their further discussion of the funding model on the F/S Team’s cost estimation.
4.6. (KonzaTechnopolis Development Agency)The F/S Team and Korea Eximbank
discussed the current status and future prospects of the Konza Techno City Project. It
emphasized the value of Kenya KAIST for Konza City to take advantage of both
synergy expected from industry-academic collaboration and symbolic value as a new
hub of technological innovation in Africa. KoTDA therefore agreed to collaborate very
closely with the F/S Team on all aspects of data collection and information delivery to
bring Kenya KAIST to Konza Techno City.
5. Acknowledgement
5.1. The F/S Team and Eximbank express their sincere appreciation to the Ministry of
Education, Science and Technology, the Ministry of Information, Communications and
Technology, Konza Technopolis Development Authority, the Ministry of
Industrialization and Enterprise Development and the National Treasuryfor the
productive discussions, cooperation, and assistance extended to the team during its
stay in the Republic of Kenya.
5.2. This aide memoire was prepared by the F/S Team and signed on May 28th, 2015 in
Nairobi, Kenya.
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310
A3. Aid Memoire from the Complementary Trip
 Project Execution Agency: Ministry of Education,

Science and Technology
Aide Memoire  Project Name: Establishment of Kenya Advanced Institute
Signed: 10th July 2015 of Science and Technology in the Republic of Kenya
 Task: Complementary Field Trip of the Feasibility Study

(F/S) for the Project
6. Update on the Project Status

6.1. The Project to establish a new higher educational institution – tentatively called Kenya
Advanced Institute of Science & Technology (Kenya KAIST) was originally
conceived as a project to upgrade Multimedia University (MMU) by creating
postgraduate programs focused on information and communication technology (ICT),
as summarized in the Aide Memoire signed during the first field trip of the Feasibility
Study (F/S) Team and Korea Eximbank for this project.
6.2. The progress made up to date is summarized as follows:
6.2.3. Korea Eximbank selected a consortium consisting of Korea Advanced Institute
of Science and Technology (KAIST), Korea Development Institute School
(KDIS), and Samoo Architects and Engineers to form an F/S team in early June
2014 for the contract period running six months from 10th June 2014 to 9th
December 2014.
6.2.4. The first field trip by the F/S Team comprised of the above consortium and
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on 11th July 2014.
research and deliberation on the identity and initial programs of the new institute.
25th October 2014 commented on three important points: (i) a new site as the F/S
Team concluded that the new university should be an autonomous institution, (ii)
a matching fund/counter-fund to show commitment of the Kenyan government to
the Project as well as to ensure the sustainability of the new institute, and (iii)
inter-ministry collaboration to elevate the Project to a government-wide project.
for the new institute within the consortium, the F/S Team was re-organized in
from the Consortium and Professor Hak-Sung Kim of KAIST appointed as a new
project manager (PM). The contract period was extended to 14th September 2015.
6.2.7. The re-organized F/S Team made the third field trip during 24th~28th May 2015
with Korea Eximbank to update on the midterm report preparation for the Kenyan
side and to discuss major issues for the academic and financial sustainability of
the new institute, including (i) the identity, (ii) the initial programs, (iii)
governance, (iv) the funding model, (v) new site selection, (vi) inter-ministry
taskforce (T/F). In particular, as for the new site, Konza Techno City was agreed
to be a new location with the condition that the establishment of the new institute
be tied to its timely progress. The Aide Memoire containing the discussion results
of the above issues was signed on 28th May 2015.
6.2.8. The F/S Team comprised of KAIST and SAMOO conducted a complementary
field trip during 5th~10th July 2015 to address the issues that remained to be
resolved from the third trip. They include: (i) legal/administrative procedures to
follow for the establishment of the new institute, (ii) fine-tuning of initial program
selection with respect to sub-fields for education and research, (iii) matching fund
size based on the operating costs of the new institute, and (v) detailed construction
site review for the architectural plan.
7. F/S Progress Update

7.1. At the first meeting for this trip on 6th July, Monday, 2015 held in the second floor of
Jogoo House B, the F/S Team presented a brief overview of the major issues to be
addressed (as explained below) to the MOEST Principal Secretary (PS), Dr. Belio
Kipsang. It was also attended by the Director of Infrastructure Development of the
Konza Technopolis Development Authority (KOTDA), Mr. Patrick Adolwa. The list
of attendees is available in Appendix A.
7.2. (Program Sub-Field Selection) While initial academic programs were agreed upon in
the third field trip, the F/S Team still needed more input from the Kenyan side to
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narrow down specific sub-fields of each program. It thus prepared a list of sub-fields
for each academic programs comprised of 15 for mechanical engineering, 17 for
electrical & electronic engineering, 16 for ICT engineering, 11 for chemical
engineering, 7 for civil engineering, and 8 for agricultural biotechnology.
7.3. (Legal Framework) As the memo from MOEST Project Implementation Team (PIT)
on its consultation meeting with the Commission for University Education after the
third field trip mentions the possibility to establish Kenya KAIST as a constituent
college of a “mentoring university,” the F/S Team requested clarification on its
meaning and other legal procedures to set up Kenya KAIST as a specialized degree-
awarding institute as agreed upon in the third trip.
7.4. (Funding Model) The F/S Team presented its estimate of the operating costs of Kenya
KAIST, broken down to four sub-items of wages & salaries, student affairs, research
affairs, and current costs, as a basis for the discussion of the size of the matching fund.
MOEST PIT assessed some of the unit costs to be under-estimated and thus agreed to
provide the relevant data to update the cost estimation.
7.5. (Construction) SAMOO of the F/S Team requested the detailed plan of the University
Band such as infrastructure and space layout as well as the information on government
regulations on construction.
7.6. (Trip Schedule) The F/S Team conducted the complementary trip on the following
schedule.
Date Events Team
7/6/Mon  10:00 MOEST PIT Meeting KAIST+SAMOO
 14:00 MOEST PS Meeting KAIST+SAMOO
7/7/Tue  10:00 Meeting with KoTDA & Visit to KAIST+SAMOO
Konza Techno City
7/8/Wed  10:00 Workshop with KoTDA SAMOO
 10:00 Workshop for Sub-Field Selection KAIST
 16:00 Meeting with Commission for KAIST+SAMOO
University Education
7/9/Thu  10:00 Meeting with Local Architects SAMOO
(Lexicon+Ion)
 10:00 Meeting with Engineers Board of KAIST
Kenya (EBK)
 14:00 Courtesy Visit to the Cabinet Secretary KAIST+SAMOO
(CS) of Ministry of Information,
Communications and Technology (ICT)
 16:00 PIT Wrap-Up Discussion KAIST
SAMOO
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 16:00 Meeting with Local Architects

(Symbion)
7/10/Fri  8:30 Visit to Jomo Kenyatta University of KAIST+SAMOO
Agriculture & Technology (JKUAT)
 10:00 Meeting with Local Architects (Triad) KAIST+SAMOO
 12:00 Aide-Memoire Draft Review KAIST+SAMOO
 14:00 Aide-Memoire Signing with MOEST
PS
7.7. (Future Schedule) Upon the completion of this trip, the F/S and the MOEST PIT will
take the follow-up actions. First, the MOEST will review the F/S Team’s operating
cost estimate so as for the F/S Team can finalize its cost estimation. Second, SAMOO
will revise its draft architectural design based on the input, information, and insights it
gathered from this trip. Third, KAIST will finalize its recommendations for the initial
program and sub-fields as well as its estimation of the operating costs of the new
institute. Finally, based on the data and other inputs from this trip, the F/S Team will
complete and submit the Interim Report to Korea Eximbank by 31st July 2015. This
report will contain all chapters except the last two chapters listed in the table of
contents of the Final Report shown in Appendix D.
8. Major Issues Discussed and Resolved

8.1. The F/S Team held meetings and workshops with various Kenyan parties to address
and resolve the following major issues.
8.2. (Program Sub-Field Selection) A half-day workshop was held on 8th July 2015 to
obtain inputs of various Kenyan stakeholders on strategic sub-fields of the initial six
core programs to be installed at the new institute as well as on the absolute and relative
importance of different selection criteria for program selection. The agenda of the
workshop is available in Appendix C. The results of the workshop will be analyzed
once the F/S Team returns to Korea and will be shared with the Kenyan side.
8.3. (Legal Framework) In the F/S Team’s meeting with Prof. David Some, CEO of the
Commission for University Education (CUE), in charge of accreditation, licensing, and
other regulations of all universities, Dr. Some agreed that Kenya KAIST should be
established under a separate law to ensure institutional autonomy. In order for Kenya
KAIST to be set up as a specialized degree-awarding institution, the CUE CEO
emphasized that Kenya KAIST should justify its “national strategic importance” to
Kenyan parties. The four bodies (the President, Parliament, Cabinet, and CUE) must
give their approvals for the establishment of Kenya KAIST under its own law with a
stable budget. CUE recommended that the concept of Kenya KAIST should be clearly
presented to those key entities.
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8.4. (Funding Model) The F/S Team had discussions on the funding model with MOEST
PS and PIT to find out the size of financial commitment of the Government of Kenya
(GoK). MOEST PS at the meeting of 6th July 2015 recommended that the total project
cost estimation including the construction cost be completed before his ministry
discusses the funding model in detail with the National Treasury. As the typical size of
GoK’s matching fund to a foreign loan is 10~15% of the loan amount, MOEST PIT
would work out the best strategy to secure at least US$20 million as a counter-fund to
the Kenya KAIST Project. MOEST PS agreed to would provide information on how
his ministry funds universities, noting that the University Funding Board is being
created to address the funding of universities. MOEST PIT agreed to provide the data
on wages and salaries of university faculty and staff by 17th July 2015. It will also
secure the data necessary for the economic feasibility analysis by the end of July.
8.5. (Construction) At the F/S Team’s full-day meeting with KOTDA on the Konza
construction site held on 7th July 2015 as well as at SAMOO’s workshop with KOTDA
architects and engineers held on 8th July 2015, SAMOO and KOTDA agreed on the
following points:
8.5.1. The F/S Team and KOTDA agreed on the University Band for the site of Kenya
KAIST, as it resonates well with the identity of Kenya KAIST and provides more
flexibility in terms of campus design;
8.5.2. The minimum size required for the site of Kenya KAIST will be approximately
58,278 m2 as proposed by SAMOO;
8.5.3. Land usage for Kenya KAIST will be flexible as no other architectural plans
exist in the University Band;
8.5.4. KOTDA shall provide estimates for construction, material, labor and other
special costs to build an institutional facility particularly in Konza Techno City
that reflects their guidelines;
8.5.5. KODTA shall be responsible for acquiring all building-related permits and
approvals as well as for holding public hearings, if necessary, for the construction
of Kenya KAIST in the University Band;
8.5.6. The size of space per student needs to be increased from 20 m2 proposed
initially by KOTDA’s foreign consultant to 40 m2 per student as proposed by
SAMOO in order to assure higher standard, though more insights and comments
will be provided to SAMOO once KOTDA architects discuss it with their
consultant; and
8.5.7. As for SAMOO’s questions and data requests that were not dealt with in the
meetings during this trip, KOTDA will provide documents and answers by 17th
July 2015.
8.6. (Other Issues)
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8.6.1. MOEST PIT and the F/S Team discussed the naming of the new institute
agreeing that it should be named with more input from various parties on the
Kenyan side and the final name shall be determined in due course of time.
8.6.2. MOEST PIT and the F/S Team agreed to enlarge the current three-member PIT
to include more members from at least four bodies – National Treasury, CUE,
EBK, and KOTDA. In particular, a future PIT member from KOTDA will be the
person coordinating all matters related to architectural issues during the Kenya
KAIST F/S.
8.6.3. Since CUE as a regulatory body for university education is in charge of both
curriculum and facilities, it agreed to provide SAMOO with the minimum campus
building requirements in terms of general facilities to be built on campus in case
the part of its website containing such information is not accessible. Yet it was
noted that the minimum building guidelines pertain only to general facilities, as
teaching facilities depend on specific academic programs.
9. Stakeholder Meetings
9.1. The F/S Team held various meetings and workshops with multiple groups of Kenyan
stakeholders. The MOEST officials kindly arranged the meetings and accompanied the
F/S Team throughout all those meetings to facilitate the discussions and ensure a
shared understanding of the issues raised and discussed. The KOTDA officials also
engaged themselves actively in the discussions of the detailed architectural plan with
SAMOO, including, in particular, the on-site meeting held in Konza Techno City.
9.2. (Konza Technopolis Development Authority) Two major meetings with KOTDA were
held on architectural issues, though SAMOO interacted with KOTDA in other
meetings. One was the meeting with the CEO, planner, architects, and project
managers of KOTDA held on the Konza Techno City construction site. The list of
attendees of this meeting is available in Appendix B. The other was the workshop with
the KOTDA planner, architects, project managers, and consultants held in KOTDA’s
Nairobi office.
9.2.1. At the first meeting on the Konza construction site, KOTDA presented the
current status of the infrastructure development covering major GoK projects
relevant to the work and living environment of Konza. This includes but is not
limited to: Standard Gauge Railway, Improvement of National Power Grid
(5,000MWs), Thwake Dam, National Optic Fiber Backbone Initiative II, and
dualizing of A109 between Athi-River and Machakos Junction. This meeting was
followed by the site tour of all attendees with SAMOO examining the Life
Sciences Band and the University Band in greater detail with the help of KOTDA
architects.
9.2.2. The workshop with KOTDA was held to discuss architectural issues such as the
site boundary, areas, limitations & restrictions, future plans of the University
Band. The first half of the workshop was devoted to sharing a mutual
understanding of all aspects and issues raised during the site visit at Konza City,
316
followed by a tele-conference with Tetra Tech in the US to discuss further details

of the site.
9.3. (Ministry of Information, Communication and Technology) The F/S Team made a
courtesy visit to ICT Ministry CS, Dr. Fred Matiangi, on 9th July 2015 on the 10th floor
of Teleposta, accompanied by the KOTDA CEO, Eng. John Tanui, KOTDA Planner,
Mr. Patrick Adolwa, and KOTDA Architect, Ms. Annah Musyimi. Having had
multiple opportunities to interact with Korean policymakers on ICT, Dr. Matiangi
strongly endorsed the vision of a new S&T-centered university for Kenya, noting that
his ministry has worked closely with MOEST on the Kenya KAIST Project. Dr.
Matiangi indicated that the Kenya KAIST Project was due for Cabinet discussion and
would be presented through the Cabinet memo by the CS of MOEST on 16th July
2015.
9.4. (Commission for University Education) The F/S Team and MOEST PIT had an
extensive meeting with the CUE CEO, Prof. David Some, on 8th July 2015 in the CUE
office on a range of issues and concerns regarding the legal framework for the
establishment of Kenya KAIST as a specialized degree-awarding institute. Dr. Some
gave a brief outline of its major responsibilities as a regulatory agency for higher
education, followed by the discussions of the legal procedures to set up a specialized
degree-awarding institution. He noted the role of Dr. KunMo Chung, an advisor to
GoK serving its Economic and Social Council, in drafting Kenya’s Vision 2030 as
well as his advice for Kenya to create an innovative higher educational institution with
strong focus on S&T.
9.5. (Engineers Board of Kenya) The F/S Team had a discussion with the EBK Registrar,
Eng. Nicholas M. Musuni, on 9th July 2015 on the matters of accreditation and
regulation of engineering education programs. He explained the procedures and
criteria for undergraduate engineering education accreditation as well as the problems
of current engineering education in Kenya including the short supply of highly skilled
engineers and the weak curriculum unsuitable for preparing university graduates for
industrial practices. As a way to recruit best talents to Kenya KAIST, the F/S Team
suggested the possibility to use the time of education and research at Kenya KAIST as
equivalent to the three-year requirement of industry experience for the professional
engineer status. Eng. Musuni noted that while such a special treatment is hard to give
under the current regulatory system of engineering education, it can be realized if
Kenya KAIST is to be established with the Presidential mandate.
9.6. (Jomo Kenyatta University of Agriculture & Technology) The F/S Team made a visit
to JKUAT on 10th July 2015 to examine the current levels of engineering education in
a top-tier Kenyan university. As Kenya KAIST is to be established as a graduate-only
school, it is crucial to have a stable supply of excellent undergraduate students as a
recruitment pool. JKUAT Vice Chancellor, Dr. Mabel Imbuga, and Deputy Vice
Chancellor, Prof. Victoria Ngumi, discussed with the F/S Team various ways to
improve S&T research and education in Kenya and to utilize the Project to enhance
them.
317
9.7. (Local Architectural Firms) SAMOO met with three local architectural firms –
Symbion (Oscar Ogundi, Mutua Mutuku), Lexicon+Ion (Lati, Oscar Onguto), and
Triad (James Gitoho, Charles Ndungu, Julius Kibwage) – for surveys of construction
costs and architectural design standards on 9th and 10th July 2015.
10. Acknowledgement
10.1. The F/S Team expresses their sincere appreciation to the Ministry of Education,
Science and Technology, the Ministry of ICT, Konza Technopolis Development
Authority, the Commission for University Education, the Engineers Board of Kenya,
and Jomo Kenyatta University of Agriculture & Technology for the productive
discussions, assistance, and hospitality extended to the team during its stay in the
Republic of Kenya.
10.2. This aide memoire was prepared by the F/S Team and signed on 10th July 2015
in Nairobi, Kenya.
318
319
A4. Aid Memoire from the Fourth Trip
 Project Execution Agency: Ministry of Education, Science

and Technology
Aide Memoire  Project Name: Establishment of Kenya Advanced Institute
of Science and Technology in the Republic of Kenya
Signed: 10th September
2015  Task: Reporting of the Major Findings & Conclusions of
the Feasibility Study (F/S) and the Finalization of Key
Issues for the Project
11. Project Trajectory

11.1. The Project to establish a new higher educational institution – called Kenya
Advanced Institute of Science & Technology (Kenya KAIST) – was originally
conceived as a project to upgrade Multimedia University (MMU) by creating
postgraduate programs focused on information and communication technology (ICT),
as summarized in the Aide Memoire signed during the first field trip of the Feasibility
Study (F/S) Team and Korea Eximbank for this project.
11.2. This field trip is the last trip by the Kenya KAIST Feasibility Study (FS)
Consortium to finalize key decisions as detailed in the next section.
11.3. Major progress of the Project made up to date is listed below:
11.3.3. Korea Eximbank selected through competitive bidding a consortium consisting
of Korea Advanced Institute of Science and Technology (KAIST), Korea
Development Institute School (KDIS), and Samoo Architects and Engineers.
Headed by Prof. Soo-Young Lee of KAIST, the consortium formed an F/S team in
early June 2014 for the contract period running six months from 10th June 2014 to
9th December 2014.
320
11.3.4. The first field trip by the F/S Team comprised of the above consortium and
on 11th July 2014.
research and deliberation on the identity and initial programs of the new institute.
25th October 2014 commented on three key points: (i) a new site as the F/S Team
concluded that the new university should be an autonomous institution, (ii) a
matching fund/counter-fund to show commitment of the Kenyan government to
the Project as well as to ensure the sustainability of the new institute, and (iii)
inter-ministry collaboration to elevate the Project to a government-wide project.
for the new institute within the consortium, the F/S Team was re-organized in
from the Consortium and Professor Hak-Sung Kim of KAIST appointed as a new
project manager (PM). The contract period was extended to 14th September 2015.
11.3.7. The re-organized F/S Team made the third field trip during 24th~28th May 2015
with Korea Eximbank to update on the midterm report preparation for the Kenyan
side and to discuss major issues for the academic and financial sustainability of
the new institute, including (i) the identity, (ii) the initial programs, (iii)
governance, (iv) the funding model, (v) new site selection, (vi) inter-ministry
taskforce (T/F). It was agreed that Kenya KAIST shall start as a graduate-only
school centered on science and technology (S&T) research and education serving
the economic and social needs of the nation. The initial programs were agreed to
be six departments housed in three faculties as follows: Faculty I (Mechanical
Engineering/Electrical and Electronic Engineering/ICT Engineering), Faculty II
(Chemical Engineering/Civil Engineering/Agricultural Biotechnology), and
Faculty III (Basic Science Education and Experiments). As for the new site,
Konza Techno City was agreed to be a new location with the condition that the
establishment of the new institute be tied to its timely progress. The Aide
Memoire containing the discussion results of the above issues was signed on 28th
May 2015 among MOEST, F/S Team, and Korea Eximbank.
11.3.8. The F/S Team comprised of KAIST and SAMOO conducted a complementary
field trip during 5th~10th July 2015 to address the issues that remained to be
resolved from the third trip. They included: (i) legal/administrative procedures to
321
follow for the establishment of the new institute, (ii) fine-tuning of initial program
selection with respect to sub-fields for education and research, (iii) matching fund
size based on the operating costs of the new institute, and (v) detailed construction
site review for the architectural plan. The agreements on the following points were
derived between the F/S Team and the Project Technical Committee (PTC). First,
in order to guarantee the institutional autonomy and independence of Kenya
KAIST, Kenya KAIST shall be established as a special degree awarding
institution as provided in Article 24 (a) of the Universities Act 2012. Second, the
sub-fields of the initial core programs shall be determined with the consultation of
various stakeholders including those participants of the Sub-Field Selection
Workshop held on 8th July 2015. Third, the size of the matching fund shall be
finalized once the full cost estimation was prepared. Fourth, the University Band
would be the site of Kenya KAIST with the Konza Technopolis Development
Agency (KOTDA) in charge of the administrative work required to clear legal and
regulatory procedures for the construction of the Kenya KAIST campus. The Aide
Memoire containing the discussion results of the above issues was signed on 10th
July 2015 between MOEST and the F/S Team.
11.3.9. The final F/S field trip was conducted during 8th~11th September 2015 to
present the major findings of the F/S and to finalize key issues that needed to be
resolved before the launch of the Project. The trip schedule of this trip is contained
in Appendix A. These issues were: (i) measures to ensure institutional autonomy
of Kenya KAIST by granting it a special legal status, (ii) measures to ensure
financial and operational sustainability of Kenya KAIST, especially the
Government of Kenya (GoK)’s financial commitment to the Kenya KAIST
Project, and (iii) measures to fast-track the Konza Techno City’s University Band
development so as to enable the timely construction of KENYA KAIST. These
final issues were resolved as reported in the next section.
12. Key Project Issues Resolved

12.1. The following key issues for the Project was discussed at the Meeting of the F/S
Team with MOEST’s Principal Secretary, MIC’s Principal Secretary, Project
Technical Committee (PTC), and KOTDA on 9th September 2015 in Jogoo House B.
The list of attendees is available in Appendix B.
12.2. (Measures for Institutional Autonomy: Special Legal Status) In order to
maximize Kenya KAIST’s contribution to strategic national missions, it was agreed
that steps shall be taken by the Kenyan government to ensure its special legal status.
These steps may involve the repealing of the Universities Act 2012 as to the
governance structure and funding model of the specialized degree awarding institution.
322
12.3. (Measures for Financial Sustainability: Matching Fund) Since the Project
requires a long-term perspective and commitment, it was agreed that GoK shall make a
necessary budget allocation to support the operation of Kenya KAIST in addition to
typical support given to public universities in Kenya. This budget commitment will
take the form of the government counterpart fund for the Project.
12.3.1. The Project cost is comprised of two parts – one within the scope of Korea
Eximbank’s Economic Development Cooperation Fund (EDCF) support and the
other out of scope of EDCF support. The former consists of the construction,
consulting, and equipment cost, which is estimated to be about US$ 80 million
excluding taxes that will be borne out by GoK. The latter is the operational cost
estimated to be US$ 12.6 million per year for the first eleven years (including one
pre-phase year).
12.3.2. As the stable funding is critical for the financial sustainability of Kenya KAIST,
GoK shall use a part of its counterpart fund as the endowment fund to support
various academic and research programs for excellence of Kenya KAIST. The
size of the endowment fund will be 10% of the first ten-year operational cost,
which is US$ 12.5million. The Project cost summary is provided in Appendix C
with the detailed breakdowns available in the F/S Final Report Chapter 8.
12.4. (Measures for Timely Construction: University Band Infrastructure
Development)
12.4.1. In order to embark on the construction of Kenya KAIST in the fiscal year of
2016/17, the necessary infrastructures of the University Band should be
constructed by 2016. In particular, KOTDA shall complete the construction of the
infrastructure out of the Kenya KAIST construction site boundary such as roads,
electrical, telecommunication, sewage, and etc.
12.4.2. Geotechnical investigation for building design and construction should be
conducted by Kenya government. Kenya government should provide data of
geotechnical investigation to assist in the selection of the architecture design
consultant.
13. Acknowledgement
13.1. The F/S Team expresses their sincere appreciation to the Ministry of Education,
Science and Technology, the Ministry of Information Communications and
Technology, Konza Technopolis Development Authority, and the National Treasury,
for the constructive discussions, assistance, and hospitality extended to the team during
its stay in the Republic of Kenya.
13.2. This aide memoire was prepared by the F/S Team and signed on 10th September
2015 in Nairobi, Kenya.
323
For the Ministry of Education, Science For the F/S Team of KAIST Consortium
and Technology Republic of Korea
Republic of Kenya
_______________________________ ____________________________
Dr. Belio KIPSANG Dr. Hak-Sung KIM
Principal Secretary Project Manager
Ministry of Education, Science and Korea Advanced Institute of Science and
Technology Technology
Republic of Kenya Republic of Korea
For the Ministry of Information

Communications and Technology
Republic of Kenya
_______________________________
Mr. Joseph TIAMPATI
Principal Secretary
Ministry of Information
Communications and Technology
Republic of Kenya
For the National Treasury
_______________________________
Dr. Kamau THUGGE
Principal Secretary
National Treasury
Republic of Kenya
324
A5. Letter of Commitment (Draft)
325
B. Official Documents Obtained from Kenya

B1. Letter from the Commission for University Education
326
B2. Excerpt from MOEST’s 2015 National Education Sector Support Program
327
328
B3. MIC PS Presentation on Konza Infrastructure Development

 In response to the F/S Consortium’s request for information and data needed to assess the
timely progress of Konza’s University Band, MIC PS presented the following details as to
Konza City infrastructure development progress during the final field trip.
329
330
331
332
333
C. Survey Information
C1. Survey Sample
 The AHP survey was taken for two groups of experts and stakeholders. One is the Kenyans or
Kenyan experts residing outside Kenya. For this, the F/S team compiled a list of Kenyan
scholars in Kenya, Korea, and abroad, primarily relying on the KESSA network. The other
group is the Kenyans residing in Kenya whose surveys were undertaken in the Sub-Field
Selection Workshop of July 8, 2015 in Nairobi.
 The following lists all experts the F/S team contacted for the surveys of Kenyans residing
outside Kenya.
Table 133: Kenyan Experts (with a PhD or equivalent experience)
# Name Affiliation Contact Info
Deputy Vice Chancellor for Academics at Kisii

1 Prof. Maurice Amutabi amutabi@yahoo.com
University, KESSA Vice President
Dept. of Architecture & Building Science,

2 Prof. Tom Anyamba tanyamba@gmail.com
University of Nairobi
Principal Research Officer, Viral Hemorrhagic Fredrick.Eyase@usamru-
3 Dr. Fredrick L. Eyase
Fever/Arbovirogy, USAMRU-K (DEID-GEIS) k.org
Professor of Geography, Bowling Green State
4 Dr. Kefa M. Otiso kmotiso@bgsu.edu
University, Founding President of KESSA
Chair, Dept. of Geography, University of North
5 Dr. Francis Koti ftkoti@una.edu
Alabama, KESSA Secretary
Professor of Educational Research, State
6 Dr. Faith Maina faith.maina@oswego.edu
University of New York, Oswego
Associate Professor of Geoinformatics, Radford
7 Dr. Charles G. Manyara cmanyara@radford.edu
University, VA, USA, KESSA Treasurer
Associate Professor of Geography, Austin Peay
8 Dr. Christine Mathenge mathengec@apsu.edu
state University
Dr. John Muchiri Dean-Faculty of Science & Technology, Kenya John.Muchiri@kemu.ac.
9
Munderu Methodist University ke
IT Professional, Agano Consulting Inc. https://www.facebook.co
10 Dr. Matunda Nyanchama
(Canadian-based IT services company) m/matunda.nyanchama
Associate Professor of Exercise Science, North
11 Dr. Jerono P. Rotich jprotich@ncat.edu
Carolina A&T State University
Dept. of Social Science & Humanities, Langston
12 Prof. Meshack Sagini mmsagini@langston.edu
University
chiurir@email.phoenix.e
13 Robert Chiuri, DBA University of Phoenix
du
334
joseph.wambia@aecom.
14 Joseph Wambia AECOM
com
Director, Centre for Integrative Anti-Racist
Phone: 416 978-0446
15 Dr. Njoki Nathani Wane Research Studies (CIARS)
Fax: 416 926-4751
Associate Professor, University of Toronto
Dr. Michael G. Post-doctoral Fellow at Sewanee, University of

16 mgw4r@virginia.edu
Wairungu the South
Prof. of Educational Research Design &

Dr. Joshua Gisemba J.BAGAKAS@csuohio.e
17 Statistics, Dept. of Curriculum and Foundations
Bagaka du
at Cleveland State University, Ohio
Professor of English at Ohio Dominican abalai@ohiodominican.e
18 Dr. Imali J. Abala
University du
Economist with the International Fertilizer
19 Dr. Joshua Ariga jariga@ifdc.org
Development Center (IFDC)
Professor of Geography at Indiana University-
20 Dr. Rick Bein rbein@iupui.edu
Purdue University
Assistant Professor at School of Earth,
21 Dr. Andrew Gregory Environment and Society, Bowling Green State agregor@bgsu.edu
University
Instructor at Department of Geography,
22 Dr. Peter Kimosop kimosop@bgsu.edu
Bowling Green State University
kimunaieunice@gmail.c
23 Dr. Eunice Kimunai Walden University
om
Assistant Professor at Rehab Counseling & eomanyibe@langston.ed
24 Dr. Edward O. Manyibe
Disability of Langston University u
Dr. Damaris M.
25 Michigan State University mayienga@msu.edu
Mayienga
Postgraduate researcher in Public Health, kezia.njoroge@northumb

26 Dr. Kezia Njoroge
Northumbria University, Newcastle, UK ria.ac.uk
Executive Director of IAPCHE, Professor at mwendantarangwi@yah
27 Dr. Mwenda Ntarangwi
Calvin College oo.com
Professor of Management, Business,
sgn@berkeleycollege.ed
28 Dr. Soloman G. Nyaanga Economics, and Information Systems at
u
Berkeley College, NJ, USA
Dr. Enock Obuba
29 Professor at John Carroll University e.meshack@csuohio.edu
Meshack
Adjunct Assistant Professor at University of
30 Dr. John Ouko ouko1j@cmich.edu
Detroit, Mercy
Associate professor of Elementary Education
31 Dr. Penina Kamina and Reading at State University of New York at kaminapa@oneonta.edu
Oneonta
Kenya Ministry of Interior & Coordination of
32 Dr. Gilbert B.K. Mwirigi mbkg05@yahoo.com
National Government
335
Table 134: Kenyan Experts (with a Master’s degree or equivalent experience)

1 Finance MBA, sbameka@business.kaist.ac.k
Steven Bameka
KAIST College of Business r
2 Mary W. Gatua Clarke University Mary.Gatua@clarke.edu
3 Dept. of Civil & Environmental
Katima Zainab Jamidu zaykatima@hotmail.com
Engineering, KAIST
4 Tolcha Yalew Kidane Dept. of Computer Science, KAIST yalewkidane@gmail.com
5 Marsha Robinson Miami University of Ohio robins78@miamioh.edu
6 Dept. of Materials Science and
Beyene Anteneh Marelign antethesecond@kaist.ac.kr
Engineering, KAIST
7 Dept. of Educational Studies, Ohio
Patrick Mose pm261309@ohio.edu
University
8 John Musalia Western Kentucky University john.musalia@wku.edu
9 Philliph M. Mutisya North Carolina Central University pmmutisya@nccu.edu
10 Noelle Mware Benedict College noellemware@gmail.com
11 Finance MBA,
Kamau Joseph Mwaura jkamau@treasury.go.ke*
KAIST College of Business
12 Development Planning, University
Aori R. Nyambat nyambatiaori@yahoo.com
College London
13 Dept. of Aerospace Engineering,
Lemma Lebsework Negash lebsework@kaist.ac.kr
KAIST
14 Dept. of Bio & Brain engineering,
Cheryl Wanderi cheryl@kaist.ac.kr
KAIST
15 Dept. of Nuclear & Quantum
Mukaka Zaphania Omuchele mukakazaphs@kaist.ac.kr
Engineering, KAIST
16 Dept. of Nuclear & Quantum
Vitus Abel Balobegwa abel@kaist.ac.kr
Engineering, KAIST
17 Dept. of Industrial Engineering,
Jorry Victoria Siriaki vsiriakijorry@yahoo.com
KAIST
18 Finance MBA, emiliamaingu381@gmail.co
Maingu Emilia Sabath
KAIST College of Business m
19 Dept. of Materials Science &
Mweta Frank Jaksoni frankmweta@yahoo.com
Engineering, KAIST
20 Dept. of Materials Science &
Bulemo Peresi Majura pmajura@udsm.ac.tz
Engineering, KAIST
21 Global Information &
Cornelius Kalenzi Telecommunication Technology kalenzi.c@kaist.ac.kr
Program, KAIST
22 Dept. of Nuclear & Quantum abdul.byamukama@kaist.ac.k
Abdul Byamukama
Engineering, KAIST r
23 Finance MBA,
Ronald Baganzi rbaganzi@kaist.ac.kr
24 Finance MBA,
Stephen Magara stephen.magara@kaist.ac.kr
25 Finance MBA,
Nakitende Anna 00073000@kaist.ac.kr
336

Nabwire Sharon Telecommunication Technology sharonnabwire@gmail.com
Program, KAIST
alemitu.mequanint@gmail.co
Alemitu Bezabih Telecommunication Technology
m
Program, KAIST
Alaelddin Fuad Yousif
Telecommunication Technology alaelddin@kaist.ac.kr
Mohammed
Program, KAIST
Abdelrhem Haythem Mohamed Telecommunication Technology haythem2010@gmail.com
Program, KAIST
Akram Faheem Ayoub Shenoda Telecommunication Technology Akram_ayoub77@yahoo.com
Program, KAIST
31 Nisrene Mohmed Noor Abass Dept. of Nuclear & Quantum
nisrene.noor@gmail.com
Mo Engineering, KAIST
Jean Pierre Gashami Telecommunication Technology jp_gashami@kaist.ac.kr
Program, KAIST
Kazungu Willy Telecommunication Technology kazunguwilly@kaist.ac.kr
Program, KAIST
34 Finance MBA,
Amanda Ingeli Kalinganire amingeli@kaist.ac.kr
35 Finance MBA,
Winnie Kabatesi kabatesi@kaist.ac.kr
36 PhD student at School of
Bob W. Bell Information University of bbell@ischool.berkeley.edu
California, Berkeley
37 Wangui Gathua PhD student at University of Iowa wangui-gathua@uiowa.edu
38 Graduated from Meredith College, githuama@email.meredith.ed
Maria Githua
Now working at Credit Suisse u
39 PhD student at West Virginia
Nicholas Kariuki Githuku ngithuku@mix.wvu.edu
University
40 History department teaching
Fatuma Boru Guyo assistant at Southern Illinois fatub@siu.edu
University Carbondale
41 Masters student at Applied
Peter Mwangi Nderitu pm223909@ohio.edu
Linguistics, Ohoi University
42 Masters student at Communication
Tracy Tinga & development Studies of Ohio tt182412@ohio.edu
University
* Note that most Kenyan students studying at KAIST are government employees on leave for
education.
337
Table 135: Korean ODA Experts

1 Dr. Byeong Yong Head, ODA Team, Korea Institute of S&T
byhwang@kistep.re.kr
Hwang Evaluation and Planning (KISTEP)
2 Head, Human Resources Center, KISTEP (PI
Dr. Jung Jae Lee for Science-ODA with Developing Countries jungjae@kistep.re.kr
Project)
3
Dr. Jungwon Lee Vice President, S&T Policy Institute (STEPI) leejw@stepi.re.kr
4 Head, Center for International Collaboration,
Dr. Hwang Hee Cho hhcho@stepi.re.kr
STEPI
5 PM for the Colombia Program, Center for
Dr. Yong-Suk Jang jang@stepi.re.kr
International Collaboration, STEPI
6
Dr. Myungjin Lee Head, Global Policy Collaboration, STEPI leemyjin@stepi.re.kr
338
C2. Survey Questionnaire for July 2015 Sub-Field Selection Workshop
Survey I. Selection Criteria
This survey is a part of the feasibility study (F/S) for the creation of a science & engineering-centered
university in Kenya, namely Kenya-KAIST. One of the study tasks is to identify high-priority fields of
research & teaching and recommend for academic departments to start with in this new university. To
this end, we are seeking expert opinion on various criteria for selecting high-priority
fields/departments. We greatly appreciate your input on this process.
July 2015
Kenya-KAIST F/S Team (Project Manager: Prof. Hak-Sung Kim,
Coordinators: Prof. Gyo Taek Jin & Prof. So Young Kim, KAIST)
Name: _______________________________________________________________________
Position/Institution: ____________________________________________________________
Email: _______________________________________________________________________
Here are five considerations that the F/S team has identified as selection criteria.
 Social Relevance: Is the proposed field likely to meet social needs?
 Technological Upgrading: Is the proposed field likely to enhance the level of science and
technology?
 Economic Utility: Is the proposed field likely to promote overall economic growth (especially,
industrial development)? Is it also likely to meet the demands of the future workforce?
 Environmental Constraint: Is the proposed field likely to fit into overall social, cultural, or
institutional environments of Kenya?
 Political Support: Is the proposed field/department to garner political support from top leadership
and the general public?
339
1. Please give a score (from 1=least important to 5=most important) for the importance of each criterion.
(You can give the same score to different criteria if they are equally important.)
Criterion Score
Social Relevance
Technological Upgrading
Economic Utility
Environmental Constraint
Political Support
2. Please mark your view on the relative importance of each pair of the criteria. You will circle just one
number in this pairwise comparison.
(Sample: If you think A is more important than B, you’d mark a number such as 3 in the left.)
A  More important Equally Important More important  B

5 4 3 2 1 1 2 3 4 5
2-1.
Social  More important Equally Important More important  Tech.

Relevance 5 4 3 2 1 1 2 3 4 5 Upgrading
2-2.
Social  More important Equally Important More important  Economic

Relevance 5 4 3 2 1 1 2 3 4 5 Utility
2-3.
Social  More important Equally Important More important  Env.

Relevance 5 4 3 2 1 1 2 3 4 5 Constraints
2-4.
Social  More important Equally Important More important  Political

Relevance 5 4 3 2 1 1 2 3 4 5 Support
2-5.
Tech.  More important Equally Important More important  Economic

Upgrading 5 4 3 2 1 1 2 3 4 5 Utility
340
2-6.
Tech.  More important Equally Important More important  Env.

Upgrading 5 4 3 2 1 1 2 3 4 5 Constraints
2-7.
Tech.  More important Equally Important More important  Political

Upgrading 5 4 3 2 1 1 2 3 4 5 Support
2-8.
Economic  More important Equally Important More important  Env.

Utility 5 4 3 2 1 1 2 3 4 5 Constraints
2-9.
Economic  More important Equally Important More important  Political

Utility 5 4 3 2 1 1 2 3 4 5 Support
2-10.
Env.  More important Equally Important More important  Political

Constraint 5 4 3 2 1 1 2 3 4 5 Support
Here are sub-criteria for each of the previous criteria.
 Social Relevance: Is the proposed field likely to help with (1) poverty reduction and (2) better
public health?
 Technological Upgrading: Is the proposed field likely to boost research output such as (1)
scientific publications and (2) patents?
 Economic Utility: Is the proposed field likely to (1) meet the current or future industrial
demands and (2) hold job market prospects?
 Environmental Constraint: Is the proposed field likely to (1) align with cultural traits and (2)
avoid redundancy with those of other universities?
 Political Support: Is the proposed field likely to (1) relate well to the national development plans
such as Vision 2030 and (2) obtain general public support?
3. Please mark your view (with *) on the relative importance of each pair of the sub-criteria.
Poverty  More important Equivalent More important  Public Health
Reduction 5 4 3 2 1 1 2 3 4 5
Papers  More important Equivalent More important  Patents
341
5 4 3 2 1 1 2 3 4 5
Industrial  More important Equivalent More important  Job Market

Demands 5 4 3 2 1 1 2 3 4 5 Prospects
Cultural  More important Equivalent More important  Redundancy

Affinity 5 4 3 2 1 1 2 3 4 5 Avoidance
National  More important Equivalent More important  Public

Agenda 5 4 3 2 1 1 2 3 4 5 Support
4. Please write down any other criteria or sub-criteria you would recommend for us to consider.
4. Please give any thoughts or comments on the Kenya KAIST Project.
Thank you very much for completing the survey. You may direct your question or comments to
rdpolicy@kaist.ac.kr.
342
Survey II. Sub-Field Selection for Kenya KAIST
This survey is to obtain input on the sub-fields for the six initial programs to be installed at Phase I of
Kenya KAIST. You are kindly asked to make informed assessment of the proposed sub-fields. We
deeply appreciate your input on this process. Thank you very much for your cooperation.
July 2015
Kenya KAIST F/S Team
Project Manager: Prof. Hak-Sung Kim, Department of Biological Sciences, KAIST/
Contact: Prof. So Young Kim, Graduate School of S&T Policy, KAIST
Email: rdpolicy@kaist.ac.kr
The initial academic programs for Kenya KAIST are proposed to be housed in three faculties:
FACULTY PROGRAMS
I Comprised of three engineering programs that lay the groundwork for
engineering research and education:
4) mechanical engineering,
5) electrical/electronic engineering
6) ICT engineering
II Comprised of three engineering programs suited more to meeting current
socioeconomic demands:
4) chemical engineering
5) civil engineering
6) agricultural biotechnology
III Providing the education of basic sciences (math, physics, chemistry, and
biology) for the students of the other two faculties
Each program covers a wide range of sub-fields as shown in the following tables. Please mark for each
program the specified number of sub-fields that you think are vital for the mandate of Kenya KAIST.
(Circle the corresponding number of your choice on the leftmost column.)
1) Mechanical Engineering Choose 5 Sub-Fields out of 15.
1 Standard/test and Test standard(physics/mechanics, electromagnetic, optics and

evaluation application), calibration/test and evaluation, certification,
standard, reliability/nondestructive inspection
2 Production technology Production management, quality management, logistics system,

industrial information technology, human engineering,
engineering economy, prediction/simulation, Computer
Integrated Manufacturing, optimization, design methodology
343
3 Component component(jointing, transmission, damping/braking, piping),

fluid power component, actuator, cutting/grinding tool, jig and
fixture, mold, related SW
4 Precision machinery Process machine(cutting, grinding/polishing, using photonics
energy, using electro-chemical energy), numerical control
machine, press machine, injection molding machine, CAD/CAM
SW
5 Robot/automation Robot design, robot control/intelligence, robot vision/automated
manufacturing, assembly/precision transferring,
instrumentation/sensor, related SW
6 Nano/micro machine Nano-micro sensor, small driving device, small device, system
integration, related SW
7 Energy/environment Air conditioning/refrigeration, boiler/furnace, fluid machinery,
machine system water treatment machine, air pollution control machine,
drying/concentration machine, energy/environment control
machine, intelligent building system, home automation system,
related SW
8 Industrial/general machine print/textile machinery, food packaging machinery,
construction/mining equipment, general processing machine,
disaster/firefighting machinery, transportation
machinery/material handling equipment, related SW
9 Automobile/railway Engine/transmission, electric/electronic device, body weight
vehicle lightening, air conditioning, driving performance/ vibration and
noise reduction, safety improvement, intelligent vehicle,
engine/control, system control/integration
10 Shipbuilding & Marine Ship material/structure, fan-shaped development/performance

Engineering description, engine, deck equipment/navigation and
communication, ship production/ship building method, shore
structure/facility, marine environment/safety, related SW
11 Disaster and safety Safety inspection/evaluation, flood control equipment,
equipment firefighting facility/system, fire safety evaluation,
sensing/monitoring danger
12 Defense Propulsion(canon, rocket, transmission, adjustment of direction,

combustion, thermal/structural analysis. Military
system(automobile, ship, aircraft)
13 Casting/welding/jointing Sand casting, mold casting, special casting, die casting,

casting/welding material, brazing/soldering, arc welding,
inspection/evaluation, related SW
14 Plastic working/powder forging, extruding, drawing, rolling, roll forming, powder

molding manufacturing, related SW
15 Heat/surface treatment Heat treatment, plating, thin film process, thermal spraying,
etching, corrosion/anticorrosion, cementation/nitriding
344
2) Electrical & Electronic Engineering Choose 5 Sub-Fields out of 17.
1 Optical application system Laser and component, laser machine, optical instrument/control,
light source, optical material
2 Semiconductor equipment Thermal treatment, exposure/track, etching, chemical
mechanical polishing, evaporation, ion implantation, cleaning,
packaging, inspection/measurement
3 Heavy electric equipment generator/electric motor and control, power convertor, electric
power material, electric transformer, electric power
transmission/distribution, electric wire/cable
4 Semiconductor Si device, compound semiconductor device, MEMS device,

device/system sensor device, SoC, designing tool
5 Electric and electronic part sensor, PCB, capacitor, magnetic material/part, recording media
part, plasma generator
6 Household appliance Information appliance, vocal information appliance, lights,
small appliance, major appliance, air conditioning and heating,
automatic vending machine
7 Instrumentation meter Instrumentation sensor/part

8 Video/acoustic device TV, Audio Video player/recorder, image communication,
camera/camcorder
9 battery Battery material, manufacturing/measurement equipment,
application technology
10 Display TFT, LCD, PDP, FED, EL/OLED, display material/part, E-
paper, 3D
11 Weapon sensor/control Radar sensor, electro-optic sensor, acoustic sensor, signal
processing, electromagnetic pulse, navigation, automation
technology, MEMS
12 Medical instrument Diagnostic equipment, clinic equipment, molecular genetically

diagnostic equipment, ultrasonography, X-ray/CT
13 Hydroelectric/thermal Hydroelectric power generation, thermal power generation,
power generation prevention of environmental pollution, generating unit, gas
turbine
14 Electric power Electric power system(monitoring, operation), electric power
transmission/distribution storage system, transmission/transformation/distribution system,
electric power equipment
15 Electric power IT Micro grid technology, electric power ubiquitous, direct current
transmission/distribution, intelligent electrical grid
16 Renewable energy Solar cell, solar heat, biofuel, wind force, geothermy
345
17 Nuclear power Related nuclear power generation, related radioactive ray
3) ICT Engineering Choose 5 Sub-Fields out of 16.
1 Information theory Computer theory, algorithm, compiler, programming

language/natural language processing, database, software
engineering, operating system, artificial intelligence, Human
computer interface, Cloud/Grid computing, information retrieval
2 software Embedded SW, SW solution, System integration, internet SW
3 Information security Security technology, network system security
4 Broadband convergence Network structure design, service/control, transport network, local
network loop
5 Satellite/radio Satellite communication/broadcasting(transmission, terminal,
communication network), satellite navigation, payload/control
6 Mobile communication Mobile communication (service, system, terminal)
7 Digital broadcasting service, media
8 Home network Home network device, cable/wireless home network
9 RFID/USN RFID, USN, mobile-RFID, RFID/USN service
10 U-computing Ubiquitous-computing platform, U-computing device
11 Information and Mobile communication module/component, satellite/broadcasting
Communications module/component, optical communication module/component,
module/component multimedia module/component, antenna module/component
12 ITS/telematics ITS(intelligent transport system) terminal/device, telematics

terminal/device, ITS application service, telematics application
service
13 Management of Management system of disaster information, crisis management

Disaster information system
14 Information Information system, information process, information security,
communication for communication network, communication terminal, data link
defense
15 Hospital information standardization, security, hospital medical system/equipment,
system telemedicine system/home care, U-health service
16 Logistics information Logistics informatization, management of logistics system

system
4) Chemical Engineering Choose 4 Sub-Fields out of 11.
1 Process control Process Control Systems (for managing and optimizing the
operation of large-scale, chemical-based industrial operations)
346
2 Fluid dynamics fluid dynamics, heat transfer and mass transfer, which mainly
concern momentum transfer, energy transfer and transport of
chemical species respectively
3 Chemical reaction managing plant processes and conditions to ensure optimal plant
engineering operation, catalyst design
4 Polymer engineering Polymerization process, particle preparation, processing, thin
film/coating, rheology, polymer matrix composite manufacturing
system
5 Chemical process creation of plans, specification, and economic analyses for pilot
design plants, new plants or plant modifications
6 Energy engineering energy efficiency, energy services, facility management, plant
engineering, environmental compliance and alternative energy
technologies
7 Nano material Nano material synthesis/process/manufacturing, nano material
process system
8 Bio plant and High-tech bioprocess engineering, bioreactor design, biomedicine
material production process, biochip/sensor, biomaterial
9 Thermodynamics heat and temperature and their relation to energy and work
10 Separation process Separations are carried out based on differences in chemical
properties or physical properties such as size, shape, mass, density,
or chemical affinity, between the constituents of a mixture
11 Oil & gas Petroleum and Natural Gas (refine crude oil and natural gas)
Engineering
5) Civil Engineering Choose 3 Sub-Fields out of 7.
1 Construction Project Management, Construction Process Control, Project

Management Evaluation, Project Financing
2 Water resources and Water Resource engineering, Hydraulics, Disaster Prevention, Fluid
Environmental Mechanics, Hydrology, Waste Water treatment, Environmental
engineering Chemistry, Water Supply and Drainage Engineering
3 Structure Engineering Mechanics of Material, Structural Analysis, Structural Design,
Reinforced Concrete, Structural Dynamics
4 Geotechnical Foundation engineering, Soil Mechanics, Soil Dynamics,
engineering Earthquake Engineering
5 Geomatics Surveying, GIS, Photogrammetry, Remote sensing
Engineering
6 Transportation Transportation Operation, Transportation Planning, Transportation
Engineering Infrastructure Management, Intelligent Transportation Systems.
Public Transportation
7 Urban Planning Urban planning, Eco-city design, Urban Design
347
6) Agricultural Biotechnology Choose 3 Sub-Fields out of 8.
1 Agricultural equipment & Tractors, harvesters, animal feeding systems, crop irrigation
technology systems, etc.
2 Agricultural product handling To clean, sort, dry, package, etc.

& Processing
3 Storage structures Housing of farm animals and farm products
4 Land & water management Irrigation systems, erosion control, pesticide/fertilizer
use/management
5 Biomedical technology Development and production of pharmaceutical products
6 Medical devices/equipment including diagnostic units (x-ray, CAT scan, MRI, etc.),
treatment devices (for surgery, etc.) and prosthetics
7 Biomaterials Both living tissue and artificial materials used in
implantation applications
8 Biomechanics Applying classic engineering mechanics principles to
medical problems and/or to gain a better understanding of
living things
Please give any comments on sub-fields (e.g., additional sub-fields or misclassified sub-fields).
Thank you very much for completing the survey. You may direct your question or comments to
rdpolicy@kaist.ac.kr.
348
D. Details of Quantitative Analysis

 The following analysis relies on the AHP survey undertaken for Kenyan experts between
October 14th and 17th. They are divided to three groups as introduced in Appendix B1. The
first group of experts is drawn from a professional association comprised of Kenyan scholars
active in advanced countries (mostly in the United States), called the Kenya Scholars &
Studies Association (KESSA). The second group is composed of Kenyan studying at
KAIST. Although they are students, most of them are dispatched from Kenya’s government
ministries. The total number of respondents stands at 19 as of November 10th, 2014. The
response rate for the survey is 24.1%.
 The following graphs display the weighting results from the expert survey normalized to the
scale of 0~1. More detailed results on the weight derivation is available in Appendix 4.
Whether judged alone or in comparison to other criteria, technological and economic criteria
turn out to be more important than the other three criteria. Thus, in the STEEP analysis with
weights derived from this AHP survey, both the results applying weights to all criteria and
those using only the two most important criteria are reported.
ABSOLUTE WEIGHT R E L AT I V E W E I G H T
0.25 0.30
0.20 0.25
0.20
0.15
0.15
0.23 0.22 0.27 0.26
0.10 0.20 0.10
0.17 0.18 0.17 0.15 0.15
0.05 0.05
0.00 0.00
SOC TECH ECON EDU POLI SOC TECH ECON EDU POLI
Figure 62: AHP Weighting Results
 Absolute weights are derived from the survey questions asking the importance of each
criterion (without comparison to other criteria), whereas relative weights are derived from
those asking the importance of each criterion as paired to another criterion. Initially the
weights are scaled to 1~5 and then converted to 0~1 scale.
 Three modes of assessments were conducted to ensure the reliability of the selection results.
The first mode of assessment uses all 9 indicators as described before with absolute (1A)
and relative weights (1B). The second mode of assessment (2) uses only the indicators that
turn out to be the most significant criteria in the expert survey, that is, technological and
economic indicators. The last mode of assessment contrasts the current status (3A) and
350
future projections (3B) using only the indicators reflecting current data and those reflecting
future projections. The following table summarizes theses assessment modes in a nutshell.
Table 136: Alternative Modes of Assessment for STEEP-AHP Analysis
Assessment
Indicators Used Weighting
Modes
1A All 9 indicators Scores with absolute weights
1B All 9 indicators Scores with relative weights
Only technological and economic indicators
2 Scores without weights
(T1, T2, EC1, EC2)
Only indicators reflecting current status (S1,
3A Scores without weights
S2, T1, T2, EC1, ED1)
Only indicators using future projections (EC2,
3B Scores without weights
P1, P2)
 To facilitate the analysis, the departments were sorted into seven categories: ICT-related
(ICT), mechanics/manufacturing-related (MECH), chemistry-related (CHEM),
biology/medicine-related (BIO), environment-related (ENV), other natural sciences (NAT),
and other fields (OTH). The following table displays the rankings of the departments
evaluated on these five modes of assessment.
351
Table 137: Department Rankings from Quantitative Analysis

Rank Mode 1A Mode 1B Mode 2 Mode 3A Mode 3B
1 Information Sciences Information Sciences Chemistry Pharmacology Computer Engineering
2 Pharmacology Pharmacology Pharmacology Life Sciences Information Sciences
3 Industrial Engineering Industrial Engineering Zoological Science Plant Sciences Industrial Engineering
4 Manufacturing Engineering Life Sciences Zoological Science Electrical Engineering
Engineering
5 Architectural Engineering Life Sciences Manufacturing Engineering Mechanical Engineering
Engineering
6 Life Sciences Manufacturing Engineering Statistics Information Sciences Statistics
Management Science and Management Science and

7 Statistics Plant Sciences Architectural Engineering
Engineering Engineering
8 Computer Engineering Architectural Engineering Biology Architecture Civil Engineering
9 Statistics Computer Engineering Information Sciences Design Engineering Environmental Engineering
10 Design Engineering Design Engineering Industrial Engineering Chemistry Manufacturing Engineering
11 Architecture Chemistry Mechanical Engineering Sport Science Architectural Engineering
12 Biological Engineering Zoological Science Archaeology Biological Engineering Design Engineering

13 Mechanical Engineering Architecture Design Engineering Industrial Engineering Chemical Engineering
Management Science and Nuclear Science &
14 Sport Science Sport Science Environmental Engineering
Nuclear Science &
15 Environmental Engineering Mechanical Engineering Physics Materials Engineering
Engineering
16 Chemistry Environmental Engineering Computer Engineering Statistics Pharmacology
Brain and Cognitive

17 Zoological Science Biological Engineering Civil Engineering Architecture
Sciences
Nuclear Science &
18 Plant Sciences Sport Science Earth Sciences Sport Science
Engineering
Nuclear Science &
19 Electrical Engineering Architectural Engineering Archaeology Mathematics
Engineering
Aeronautical and
20 Plant Sciences Electrical Engineering Architecture Biology
21 Civil Engineering Civil Engineering Chemical Engineering Biomedical Engineering Biomedical Engineering
Aeronautical and
22 Biomedical Engineering Biology Geological Sciences Biological Engineering
23 Chemical Engineering Biomedical Engineering Earth Sciences Environmental Engineering Biology
Nuclear Science &

24 Biology Chemical Engineering Chemical Engineering Zoological Science
Engineering
25 Earth Sciences Archaeology Mathematics Computer Engineering Life Sciences
Aeronautical and
26 Archaeology Earth Sciences Manufacturing Engineering Geological Sciences
Aeronautical and
27 Materials Engineering Electrical Engineering Physics Earth Sciences
Aeronautical and
28 Materials Engineering Geological Sciences Materials Engineering Chemistry
29 Geological Sciences Geological Sciences Biological Engineering Civil Engineering Archaeology

Brain and Cognitive
30 Physics Biomedical Engineering Mechanical Engineering Plant Sciences
Sciences
Brain and Cognitive
31 Physics Materials Engineering Electrical Engineering Physics
Sciences
Brain and Cognitive Brain and Cognitive
32 Mathematics Mathematics Mathematics
Sciences Sciences
33 Astronomy Astronomy Astronomy Astronomy Astronomy
* Colored classifications of department clusters: Yellow (ICT), Gray (MECH), Peach (BIO), Blue (CHEM), Green
(ENV), Brown (NAT), Purple (OTH)
352
353
E. Degrees Offered in Top-4 Kenyan Universities in the Areas of Initial

Programs
Table 138: S&E Degrees Offered in Top-4 Kenyan Universities
Univ Name UoN Moi Kenyatta JKUAT

Field
(1) School of School of Mechanical,

School of Engineering
School Name School of Engineering Engineering, (2) Manufacturing &
& Technology
School of Aerospace Materials Engineering
(1) Name of
department
unavailable--website
error, (2) Department Dept of Mechanical
Dept of Mechanical & Dept of Mechanics &
of Aviation Engineering, Dept of
Dept Name Manufacturing Manufacturing
Electronics / Mechatronics
Department of Flying Engineering
Studies / Department
of Aerospace Security
and Logistics
(1) Bachelor of
BS in Mechanical
Engineering in
Engineering, BS in
Mechanical and
Marine Engineering, BS
Bacheolar's BS in Mechanical Production BS in Mechanical
in Mining & Mineral
Program Engineering Engineering, (2) Engineering
Processing Engineering,
Bachelor of Science in
BS in Mechatronic
Aerospace Sciecnes
Engineering
and Operations
(1) Master of MS in Mechanical
MS in Mechanical
Master's Philosophy in Engineering, MS in
Engineering, MS in No Master's degree
Program Production Mechatronic
Energy Management
PhD in Mechanical
PhD Program No PhD degree No PhD degree
No PhD degree Engineering
Electrical and Electronic Engineering
School of Electrical,
School of Engineering Electronic and
School Name School of Engineering>
& Technology Information
School of Engineering Engineering
Dept of Electrical &
Electronics
Dept of Electrical &
Dept of Electrical & Engineering, Dept of
Dept Name Information
Name of department Electronics Engineering Telecommunication &
Engineering
unavailable--website Information
error Engineering
354
Bachelor of
BS in Electrical &
Engineering in
Electronic Engineering,
Electrical and BS in Computer
BS in Electronic &
Electronics Engineering, BS in
Bacheolar's BS in Electrical & Computer Engineering,
Engineering, Bachelor Software Engineering,
Program Electronic Engineering BS in
of Engineering in BS in Electrical &
Telecommunications &
Electrical and Electronic Engineering
Information
Telecommunications
Engineering
Engineering
MS in Power
Engineering, MS in
Electrical & Electronics MS in Electrical &
Engineering, MS in Electronics
Master's MS in Electrical &
Computer Engineering, Engineering, MS in
Program Electronic Engineering
MS in Software Telecommunications
Engineering, MS in Engineering
Telecommunication
Engineering
No MS degree
PhD Program No PhD degree No PhD degree No PhD degree No PhD degree
ICT Engineering
(1) School of
Information Science,
School of Computing & School of Engineering School of Computing &
School Name (2) School of
Informatics & Technology Information Technology
Biological and
Physical Sciences
(1) Information
Technology, (2)
Department of Dept of Computing &
Dept Name N.A. N.A.
Physics, Mathematics, Information Technology
Statistics and
Computer Science
(1) Bachelor of Bs in Business
Science in Computing, BS in
Information Science, BS in Computer Information
Bacheolar's BS in Computer
Bachelor of Science in Science, BS in Technology, BS in
Program Science
Informatics, (2) Information Technology Computer Science, BS
Bachelor of Science in in Computer
Computer Science Technology
MS in ICT Integration
MS in Applied in Education &
Computing, MS in Instruction, MS in
Computational Information
Intelligence, MS in Technology, MS in
Master's
Distributed Computing No Master's degree Human Centered
Program
Technology, MS in IT Computing, MS in
Management, Ms in (1) Master of Artificial Intelligence,
Information System and Philosophy in MS in Computer
Computer Science Information Systems, MS in
Technology Software Engineering
PhD in Computer
PhD Program No PhD degree No PhD degree
Science No PhD degree
355
School Name School of Engineering
School of Engineering & Technology
Dept of Environmental Name of department Dept of Energy
Dept Name & Biosystems unavailable--website Engineering
Engineering error
Bachelor of
Engineering in
Chemical and
BS in Petroleum
Bacheolar's BS in Environmental & Processing
Engineering, BS in
Program Biosystems Engineering Engineering, Bachelor
Energy Engineering
of Engineering in
Industrial and Textile
Engineering
Master of Science in
Chemical
Engineering, Master
Master's MS in Environmental & MS in Renewable
of Science in Water
Program Biosystems Engineering Energy
Engineering, Master
of Science in Textile
Engineering
PhD in Environmental
PhD Program & Biosystems Doctor of Philosophy No PhD degree
Engineering in Energy Studies
Civil Engineering
School of Civil
School Name School of Engineering School of Engineering Engineering &
& Technology
Geomatic Engineering
Dept of Civil,
Construction and
Dept of Civil & Name of department Environmental
Dept of Civil
Dept Name Construction unavailable--website Engineering, Dept of
Engineering
Engineering error Geomatic Engineering
& Geospatial
Information Systems
BS in Civil
Bachelor of Engineering, BS in
Bacheolar's
BS in Civil Engineering Engineering in Civil BS in Civil Engineering Geomatic Engineering
Program
and Structural & Geospatial
Engineering Information Systems
356
MS in Civil,
Construction &
Environmental
Engineering, MS in
Structural Engineering,
MS in Global
Master's MS in Civil Master of Science in Environment & ASAL
No Master's degree
Program Engineering Structural Engineering Engineering, MS in
Transportation &
Highway Engineering,
MS in Environmental
Information System,
MS in GIS & Remote
Sensing
PhD in Civil,
PhD in Civil No PhD degree Construction &
PhD Program No PhD degree
Engineering Environmental
Engineering
Agricultural Engineering & Biotechnology
(1) School of Pure &

Applied Sciences, (2)
School Name Faculty of Agriculture Faculty of Agriculture
School of Agriculture School of Agriculture &
and Natural Resources Enterprise Development
Dept of Agriculture
(1) Dept of
Economics, Dept of (1) Department of
Biochemistry &
Field Station, Dept of Agriculture and Dept of Food Science,
Biotechnology, (2) Dept
Food Science, Nutrition Biotechnology, (2) Dept of Horticulture,
of Agricultural Science,
Dept Name & Technology, Dept of Department of Natural Dept of Land Resource
Dept of Agricultural
Land Resource Resources, (3) Planning &
Resource Management,
Management, Dept of Department of Animal Management
Dept of Agribusiness
Plant Science & Crop Sciences
Management
Protection
Center for
Center Name Biotechnology &
Bioinformatics
357
(1) Bachelor of
Science in
Agricultural
Biotechnology,
Horticulture, Bachelor
of Science in Seed
Science, Bachelor of
Science in Soil
Science, Bachelor of
Science in
Agricultural
Extension Education,
Irrigation and Land
Use Management, BS in Agribusiness
Bachelor of Science in Management &
(1) BS in Biochemistry,
Crop Production, Enterprise
BS in Biotechnology,
Bachelor of Science in Development, BS in
BS in Molecular &
BS in Agricultural Food Science and Food Science &
Cellular Biology, BS in
Education, BS in Technology, Bachelor Postharvest
Forensic Biochemistry,
Agribusiness, BS in of Science in Dry Technology, BS in
(2) BS in Agriculture,
Agricultural Lands and Sustainable Nutrition & Dietics, BS
BS in Crop
Economics, BS in Food Agriculture, (2) in Food Science &
Improvement &
Science & Technology, Bachelor of Science in Nutrition, BS in Food
Protection, BS in
BS in Food Nutrition & Environmental Service & Hospitablity
Bacheolar's Agricultural Resource
Dietetics, BS in Studies, Bachelor of Management, BS in
Program Management, BS in
Agriculture, BS in Science in Water Environmental
Animal Production &
Range Management, BS Resource Horticulture &
Health Management, Bs
in Management of Management, Landscaping
in Dryland Agriculture
Agroecosystems, BS in Bachelor of Science in Technology, BS in
& Enterprise
Horticulture, BS in Forestry, Bachelor of Horticulture, BS in
Development, BS in
Biotechnology, BS in Science in Sustainable Land Resources
Agricultrual Education
Bioinformatics Energy &Climate Planning &
& Extension, BS in
Change, Bachelor of Management, BS in
Agribusiness
Science in Natural Animal Health,
Management & Trade
resource Production &
Management, Processing
Agro-Forestry, (3)
Dairy Food
Technology and
Management,
Livestock Health and
Management,
Fisheries, Bachelor of
Science in Animal
Sciences, Bachelor of
Science in Veterinary
Medicine
358
(1) Master of Science

in Plant Breeding and
Bio-Technology,
Master of Science in
Horticulture, Master
of Science in Seed
Science, Master of
MS in Agricultural & Science in Soil
Applied Economics, Science, Master of
MS in Applied Human Science in
Nuitrition, MS in Food Agricultural
Science & Technology, Extension Education,
MS in Food Safety & Master of Science in
Quality, MS in Range Crop Protection, (2) (1) MS in Biochemistry,
Management, MS in Master of Science in MS in Biotechnology,
Land & Water Environmental MS in Medical
Management, Ms in Engineering, Master Biotechnology, MS in MS in Food Science &
Soil Science, MS in of Science in Water Forensic Biochemistry, Postharvest
Management of Resource (2) MS in Agronomy, Technology, MS in
Master's
Agroecosystems & Management, Master MS in Plant Breeding, Horticulture, MS in
Program
Environment, MS in of Science in Forestry, MS in Integrated Soil Plant Health Science &
Sustainable Soil Master of Science in Fertility Management, Management, Ms in
Resource Management, Environmental Ms in Dryland Plant Breeding
MS in Agroforestry, Economics, Master of Agriculture, Ms in
MS in Agronomy, Ms Science in Sustainable Animal Nutrition &
in Agricultural Energy &Climate Management
Resource Management, Change, Master of
Ms in Crop Protection, Science in Climate
MS in Horticulture, Ms Change, (3) Master of
in Plant Breeding & Science in Dairy
Biotechnology, MS in Technology, Master
Plant Pathology, of Science in
Livestock Health and
Management, Master
of Science in
Fisheries, Master of
Science in Animal
Breeding and
Genetics
359
PhD in Agricultural &

Applied Economics, (1) Doctor of
PhD in Agricultural Philosophy in Plant
Education, PhD in Bio-Technology,
Agribusiness Doctor of Philosophy
Management, PhD in in Horticulture,
Agricultural Doctor of Philosophy
Information & in Seed Science,
Computing, PhD in Doctor of Philosophy (1) PhD Offered, (2)
Food Science & in Soil Science, (2) PhD in Integrated Soil
Technology, PhD in Doctor of Philosophy PhD in Food Science,
Fertility Management,
Applied Human in Environmental PhD in Horticulture,
PhD in Land & Water
PhD Program Nuitrition, PhD in Engineering, Doctor PhD in Landscape,
Management, PhD in
Dryland Resource of Philosophy in Planning &
Agriculture
Management, PhD in Water Resource Conservation
Management, PhD in
Management of Management, Doctor Agricultural Economics
Agroecosystem & of Philosophy in
Environment, PhD in Forestry, (3) Doctor
Range Management, of Philosophy in
PhD in Soil Science, Dairy Technology,
PhD in Sustainable Soil Doctor of Philosophy
Resource Management, in Livestock Health
PhD in Agroforestry, and Management,
PhD in Biotechnology, Doctor of Philosophy
PhD in Bioinformatics in Fisheries
360
361
F. Curriculum (Courses)
The fundamental subjects of mechanical engineering usually include:
Mathematics (in particular, calculus, differential equations, and linear algebra)

Basic physical sciences (including physics and chemistry)
Statics and dynamics
Strength of materials and solid mechanics
Materials Engineering, Composites
Thermodynamics, heat transfer, energy conversion, and HVAC
Fuels, combustion, Internal combustion engine
Fluid mechanics (including fluid statics and fluid dynamics)
Mechanism and Machine design (including kinematics and dynamics)
Instrumentation and measurement
Manufacturing engineering, technology, or processes
Vibration, control theory and control engineering
Hydraulics, and pneumatics
Mechatronics, and robotics
Engineering design and product design
Drafting, computer-aided design (CAD) and computer-aided manufacturing (CAM)
Control system : This is an introductory course on applied linear algebra and linear dynamical
systems. This course will cover the following topics: the basic concepts of state-space descriptions
such as controllability/observability, minimal realization and matrix exponential; linear state-variable
feedback; quadratic regulator theory; norms; quadratic forms; Lyapuniv theory; linear time-varying
system and its controllability/observability; singular value decomposition(SVD) and its applications;
Hankel model reduction
Engineering Acoustics : Fundamental theories for sound generation, transmission, absorption and
radiation phenomena are introduced using simple mechanical and acoustical models. The final
objective of this course is to develop capabilities of applying the fundamental theories to practical
noise and vibration problems
Robot Mechanics : rigid body motions, product of exponentials forward kinematics, inverse
kinematics, closed chain mechanisms and parallel manipulators, workspace and manipulability, robot
dynamics using Lie groups, closed chain dynamics, nonholonomic robot systems, robot control
Control of Nonlinear Dynamic Systems : Fundamental properties of nonlinear systems. Stability of

nonlinear systems. Controller Design via Lyapunov methods. Equivalent Linearization methods
including limit cycle prediction. Feedback linearization. Sliding control
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Advanced Topics in Dynamics, Control and Robotics : The goal of this course is to teach students of
fundamental and state-of-the-art advanced theoretical developments and results in the area of
dynamics, control and robotics, and to introduce important applications thereof
Vehicle Dynamics and Control : The objective of this course is to provide an overview of ground
vehicle dynamics and vehicle control systems. Topics to be covered are: analysis and prediction of the
dynamics of ground vehicles, models to analyze and predict vehicle behavior, vehicle stability control
systems, intelligent vehicle systems for safety and assistance, and control theories for application to
vehicle control. This course will also introduce technical trends in vehicle control systems
Vector Space Optimization : This course offers a unified treatment of optimization on

finite―dimensional and infinite―dimensional vector spaces. The focus is on both the underlying
mathematical theory and practical algorithms; The objective is to provide the student with the
necessary intuition in selecting an appropriate optimization algorithm, to make sense of the results,
and when necessary to customize the algorithm to exploit any special features of the problem. The
course should be useful to any graduate student whose research involves optimization in some form
and wishes to take advantage of as much as possible of the many existing optimization software. At
the same time, the course offers a solid grounding in the tools of linear algebra, variational calculus,
and functional analysis techniques revelant to optimization―this will enable the student to find
analytic solutions when they exists, be able to rigorously prove optimality results, and enhance the
ability to recognize any special features in a given optimization problem
- Vibration : the free and forced vibrations of lumped parameter systems; natural frequencies and
normal modes of continuous systems; the modal analysis technique; the approximate method; the
non-linear vibration analysis; the applications of the finite element method to vibration problems.
This course will also cover various experimental techniques such as the random process and vibration
analysis; digital signal process analysis; FFT algorithm; window function; experimental set-up;
instrumentation; modal parameter identification from the modal testing data; frequency response
function based substructuring synthesis
Biologically Inspired Robotics : This course is designed to explore robot design based on ideas from
biology. The topics include understanding of biological systems such as muscles, various types of
locomotion and neural control; various components for building biologically inspired robots such as
actuators, manufacturing technologies, mechanisms and control theories; and various examples of
biologically inspired robots, rehabilitation robots and other biomedical robots
Particle and Aerosol Technology : Generation, growth, transport and deposition of particles in gas
phase are studied. Aerosol dynamics modeling and instrumentation measuring the aerosol size
distribution are also dealt with. Application fields such as nanoparticle synthesis and filtration will be
presented
Topics in Energy Engineering : This course is designed to explore special topics in thermodynamics
and heat transfer. Specialists from industries, research institutes, domestic and foreign universities
will visit to hold seminars on the newly developed technology and its applications
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Computer Aided Design : The aim of this course is to acquaint students with the fundamental
theories of computer graphics and CAD systems. Students will have lab classes to practice using the
commercial CAD systems to solve design problems. They will also practice using ParaSolid Kernel and
API programs of other commercial CAD systems so as to develop application programs of their own in
their term projects
Instrumentation for Measurement Analysis and Control : This course will be introduce the
Instrumentation for Measurement analysis and control of machine tools, mechanical working,
mechanical design and production
Design for Manufacturing : In new product development, about 70% of product's life-cycle cost is
determined at the design stage. As the global competitions become more severe, the designers play
more important role to satisfy short product development cycle and low development cost. To
perform an effective design, following issues should be considered by designer: manufacturing
processes, manufacturability, cost, assembly, material, and environmental impact. This wholistic
design methodology is called Design for Manufacturing, and Design for Assembly and Design for
Environment are examples of branches of DFM. In this class, 2~3 students form a group to plan a
creative product, to perform conceptual design, material selection, detail design, and prototyping. At
each stage of the product development, the concept of DFM is to be applied and various computer
software will be used
Robust Optimal Design Methodology : It is evaluated to be an excellent quality product when the
functional variation of the product is minimized even if customers have been using it with the
extreme conditions under the severe environment. Therefore, engineering designers have to find
each optimal value of design parameters which are able to maintain robustly the best functional state
under the extreme-to-extreme customer product using conditions. It is the robust optimal design,
which is called Taguchi Methodology at manufacturing fields. However, even they sometimes
misunderstand the concept of the Taguchi Methodology. This lecture teaches the right concept and
methodology of the robust optimal design, and each students executes his or her own small-scale
project to practice the robust optimal design methodology. In order to provide practical help to
students, the small-scale project is created from his or her own M.S. or Ph.D. thesis topic or research
project topic
Continuum Mechanics : This course will cover the following topics in continuum mechanics:
geometrical foundations; stress tensor; the rate of rotation and deformation; mass, momentum, the
moment of momentum, and energy; Cauchy's stress quadric; entropy; thermodynamics and
mechanical equilibrium; constitutive equations; the restrictions of elastic coefficients; curvilinear
coordinates. Especially, we provide systematically and abstractly the basic knowledge to establish the
constitutive theory and kinematics and emphasize the numerical aspect on finite element analysis
based on the continuum theory
Plasticity : This course will cover either plasticity basics or the advanced topics in plasticity. In the
basic plasticity, the following items will be taught. the foundation of the theory; general theorems;
elasto-plastic problems; plane plastic strain; the theory of the slip-line field; two-dimensional
problems of steady motion; axial symmetry; plastic anisotropy. In the advanced topics of plasticity,
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the following topics are covered. the microscopic and macroscopic aspects of plastic deformation;
limit theorems; anti-plane elasto-plastic strain; the deformation theory of plasticity and high
temperature creep; the effect of strain hardening on stability and uniqueness; the role of plasticity in
frictional contact, machining, fracture, and geophysics
Finite Element Analysis : In this course students will be acquainted with the basic concepts and
mathematical formulation of finite element methods so as to analyze static and dynamic problems.
This course will examine the numerical algorithms for efficient and effective problem solving
techniques
Theory of Elasticity : This course will cover the theory and applications of sector elasticity. We will
discuss the following topics: plane stress and plane strain; two-dimensional problems in rectangular
coordinates; two-dimensional problems in polar coordinates; photoelasticity; strain energy methods;
two-dimensional problems in curvilinear coordinates
Computational Analysis of Plates and Shells : Computational Analysis of Plates and Shells are
developed with or without including the curvature of the 2 dimensional undeformed surface of the
structures, and may be acceptable for relatively thin structural model comparing to the 3 dimensional
body. Deformation of the structure can be predicted by the equilibrium equation from the free-body
diagram. In this lecture, variational principle is to be used in the systematic derivation of the
governing equations including the large deformations. Also tensor notation is adopted to derive the
compact form of the governing equations. Plate theories deal with the classical theory, first order and
higher order shear deformation theories as well as von Karman nonlinear theory. Shell theories
include the deep shell theories to derive the Love theory. Exact and approximation methods of
solution including the finite element method are discussed in detail. Furthermore, drawback and
advantage of various computational analysis of plates and shells will be compared also
Computational Nanomechanics : Molecular dynamics method is introduced to study nanoscale

behavior of solid structures through the basis on statistical thermodynamics. Ensembles on NVE, NVT,
NPT, flexible cell are studied for proper unit cell simulations. Quasicontinuum method is studied for
static problems. Local theory and nonlocal theory are introduced in the framework of finite element
methodology. Continuum-based Surface mechanics is studied for the analysis of mechanical behavior
of solids in nanoscale. Size effect of the surfaces is introduced in order to consider surface bonding
effect. Finally bridging scales between atomistic and continuum domains are outlined for concurrent
multiscale method
Smart Materials and Design : This course will focus on understanding and modeling the mechanical
behavior of smart materials such as PZT and Shape Memory Alloy(SMA). Linear piezoelectricity and
thermoelasticity will be studied as the basis for understanding the macro behavior of PZT and PVDF.
This course will also introduce micromechanics in order to provide an understanding of the detailed
mechanism of mechanical behavior. In addition, polarization switching of PZT and phase
transformation of SMA will be studied in detail. Based on our understanding of the constitutive
equations of smart materials, we will explore the function of the smart materials in actual structures
and also do analyses of actual problems to apply to designing
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Probabilistic Engineering Analysis and Design : The course covers three important issues encountered
in practical engineering fields: statistical data analysis, probabilistic engineering analysis and design.
Statistical data analysis includes advanced topics in engineering statistics, graphical and quantitative
methods for statistical data analysis, and Bayesian statistics. Probabilistic engineering analysis covers
reliability and hazard functions, accelerated life testing, uncertainty propagation analysis, reliability
analysis, and health monitoring and prognostics techniques. Probabilistic engineering design includes
probability sensitivity analysis, response surface modeling, and advanced methodologies for
reliability-based design optimization. Some health monitoring techniques are briefly introduced in
the end
Advanced Thermodynamics : This course will extend the knowledge on classical thermodynamics to
the graduate level and also introduce the fundamentals of statistical thermodynamics. We will
examine macroscopic thermodynamic phenomena, analyze them in terms of both macroscopic and
microscopic quantities and understand the relationship between them. Other tasks include the
following: the reformulation of the basic principles of thermodynamics; the review of classical kinetic
theory; working out the solutions of the Schrodinger equation for the modes of translation, rotation,
vibration and others; application of these results to various cases; developing calculation methods for
thermodynamic properties of gases and solids. This course will also provide a brief introduction to
the principles and examples of irreversible processes
Advanced Mechanical Engineering Analysis : This course deals with mathematical method and we will
study the problems related with real world for mechanical engineering
Convective Heat and Mass Transfer : The course deals with analytical and experimental approaches
to solve heat and mass transfer problems accompanying with fluid flow. It covers the transport
mechanism of heat and mass and application to practical engineering problem. Topics include
external and internal flow heat transfer, heat and mass transfer in laminar and turbulent boundary
layers, and natural convection
Radiation Heat Transfer : This course will cover the following topics: the basic laws of thermal
radiation; radiation properties of solids; radiant interchange properties of solids; radiant interchange
among surfaces separated by a transparent media; non-gray surfaces; specularly reflecting surfaces;
radiation properties of gases; radiant interchange through absorbing, emitting and scattering media;
radiative equilibrium; combined radiation and conduction; combined radiation and convection;
approximate methods of solution
Cryogenic Engineering : This course will examine the basic theories and applications of cryogenic
systems. We will have an overview of cryogenic system design and analysis techniques based on our
general understanding of the fundamental principles of thermodynamics, fluid mechanics and heat
transfer. Topics that we will cover are as follows: the components of cryogenic systems and their
performance; the diverse examples of cryogenic systems; several cryogenic refrigeration systems;
liquefaction systems
Viscous Flow : This course introduces students to viscous flows. The course begins with specific cases
where exact solutions are possible. Similarity solution methods are then used to solve various
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problems. Approximate methods are subsequently dealt with, and topics associated with stability,
transition, and turbulence are briefly explained
Advanced Gas Turbines : This course will examine the following topics: component performance;
engine performance; Rotor fluid energy exchange; Euler turbine equation; Compressor
aerodynamics; Radial equilibrium equation; Actuator disc theory; Blading; Losses; Compressor design;
Combustor design; Turbine aerodynamics; Turbine heat transfer
Numerical Analysis in Mechanical Engineering : This course introduces various numerical methods to
solve governing equations related to science and engineering problems. Specifically, interpolation,
numerical differentiation, numerical integration, numerical solutions of ordinary and partial
differential equations, and discrete transformation methods are covered in this course
Computational Fluid Mechanics : Computational Fluid Dynamics (CFD) is a field of fluid mechanics in
which fluid flows encountered in engineering applications are analyzed and predicted using numerical
methods. In this course, the following subjects are covered: basic concept of fluid flow, introduction
to numerical methods, finite difference methods, finite volume methods, solution of linear equation
systems, method for unsteady problems, solution of Navier-Stokes equations, complex geometries,
turbulent flows, compressible flow, efficiency and accuracy improvement, and some special topics
Fuel Cell Fundamentals : This course introduces students to the fundamental aspects of fuel cell
systems, with emphasis placed on proton exchange membrane (PEM) and solid oxide fuel cells
(SOFC). Students will learn the basic principles of electrochemical energy conversion while being
exposed to relevant topics in materials science, thermodynamics, and fluid mechanics
Innovation and Start-Up in Mechanical Engineering : Students initiate creative ideas, develop them to
innovation, and practice start-up process. The creative ideas for starting companies are collected
from results of other classes and researches in Mechanical Engineering as well as from the ideation
process of this class. Students will practice patent search, patent application, and business planning.
Experts in legal issues in start-up, capital investment, and marketing will deliver lectures and
seminars. This is a team based-class, so each team will initiate and develop innovation, and selected
teams will be encouraged to participate start-up competition
Production Machine Tool Design : This course will be a comprehensive study of the analytical
procedures for the identification and selection of optimal systems. It will cover the following: a
review of the economic framework for analysis; a systematic survey of theory; the applications of
mathematical optimization to engineering problems; the evaluation procedures for single and multi-
attributed problems in utility theory and decision analysis; standard procedures; the applications of
the examined topics to real problems in planning and designing
Design and Practice of Wind Turbine System : This course copes with the overview, design and
practice of the wind power system. The wind power system basically consists of the blade wind
systems, powertrain, electrical conversion device, towers and offshore structures, Therefore, many
engineering disciplines including aerodynamics, machinery design, civil and environmental
engineering, materials, electricity, and marine engineering with expertise in the field is required. In
this course, the required process and design practice are performed to design next-generation wind
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power systems and also experts would be invited to update professional informations through
regular seminars
Micro System Measurements : The course covers measurement principles and methods for
thermophysical properties and temperature at micro/nanoscales. It focuses on the principle of
scanning thermal microscopy by using atomic force microscopy, temperature measurement by
passive technique and property measurement by active technique, point heating and point sensing
technique, improvement of measurement accuracy, and double scanning method for removing
conduction effect through air
Microscale Analysis of Thermal Energy Systems : This course is focused on understanding the
fundamentals and basic principles of fuel cell and related systems. Main characteristics of fuel cell
stack are studied, and BOP (balance of plant) systems including air supply system, fuel supply system,
heat management system, water management system are dealt with. Macroscale behavior of fuel
cell system will be interpreted in connection with the microscale phenomena in constituting
components. Starting from the thermodynamics, fluid mechanics and heat transfer, complex system
is modeled and analyzed
Multiscale Elasticity : This course concerns the analysis of elasticity in materials over various length
scales, from discrete atomic lattices, nanowires, nanostructured materials, microstructures, to
engineering structures. Issues include discrete lattice elasticity, nonlocal effects, gradient methods,
and hierarchical modeling. Topics covered include introduction of governing equations of elasticity,
solutions of boundary value problems, and applications to mechanics of materials and materials
science
Multiscale Guided Wave Analysis And Applications : The analysis of ultrasonic waves requires
understanding of wave propagation phenomena in multiple frequency scales. In this course, the
physics of elastic wave propagation in waveguides such as beams, plates and cylinders will be mainly
studied and signal processing techniques such as the short-time Fourier transform and the multiscale
wavelet transform will be also studied
Mechanics of Materials And Design of Microstructure : Lattice structures or grain structures in

micromechanical behaviors are studied and their relations to macroscopic behaviors of materials are
outlined. Design parameters of microstructures are extracted and methodology of material design is
studied
Fundamentals of Multiscale Physical Devises : For rigorous analysis of multiscale problems,

understanding from quantum mechanics to continuum mechanics are required. In order to design
practical MEMS/NEMS devices in multiscale, ab initio MD, classical MD, and continuum
computational CAE is studied. All the related theory and modeling techniques will be introduced
Multiscale Simulation : Molecular dynamics simulation method for analysis of atomistic scale solids
and material is introduced. Study on the crystal structures and unit cell analysis is provided. Bridging
method between two scales are outlined and multiscale computation method is provided
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Nano-continuum Bridging Analysis : Molecular material modeling of metal, polymer, CNT, and silicon
are introduced and MD simulation techniques based on the molecular material models are
investigated. For the efficiency of the computations, coarse grained MD analysis techniques are
introduced. Bridging method between continuum domain and atomistic domain is introduced. Crack
problems and heat transfer problems are studied as examples of multiscale bridging analysis
Fundamentals of Multiscale Fabrication : In this lecture, students will learn fundamentals of

multiscale fabrication. In order to cover a broad range of length scales from nano to bulk, various
methods are introduced with fabrication principles and topical issues. Fabrication methods will be
classified into bottom-up (or self-assembly) and top-down approaches and some hybrid methods will
also be introduced. After this lecture, students will understand strength and weakness of each
technique and how to apply each method for specific applications
Hands on Fabrication of MEMS And NEMS : This coursework targets teaching multiscale fabrication
technologies in cleanroom. Students will be exposed to various design and fabrication skills
practically used in MEMS and nanotechnology. Detailed contents include multiscale design principle,
photo-lithography, self assembly, sensor/actuator principles and fabrication methods
Electrical/Electronic Engineering
Industrial applications of electrical and electronic technologies : Not only theories but also
implementation methods are required when electrical and electronic technologies are applied to
industrial products. This lecture provides integration technology, implementation technology and
production technology required in applications of electrical and electronic technologies. Also it
provides several industrial applications of electrical and electronic technologies
Analog Integrated Circuits : This course deals with the analysis and design of analog CMOS integrated
circuits, emphasizing fundamentals as well as new paradigms that students and practicing engineers
need to master in today's industry
Introduction to Solid State Electronics : This course introduces electric and magnetic properties of
solids and their applications to electronic devices. It covers reciprocal lattice, the Brillouin zone, and
energy band structure. The course also deals with metals, semiconductors, dielectrics and
ferroelectrics
Advanced Digital Integrated Circuits : We briefly overview the characteristics of deep sub-micron
CMOS devices and explore analysis techniques and design methods of digital integrated circuits.
Design and optimization techniques of logic gates, arithmetic circuits and memories are covered.
Interconnection, power, clock distribution, and various other topics are discussed
Semiconductor Processes : This course will deal with various semiconductor processes such as
oxidation, diffusion, chemical vapor deposition (CVD), photo lithography, etching, ion implantation,
metallization, and testing in the lecture and the students will have hands-on experience of
semiconductor processes with silicon wafers. The theory and experiments will enhance the
understanding of semiconductor processes and the ability to perform actual fabrication processes.
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Integrating these unit processes appropriately, an n-channel MOSFET will be fabricated and
measured
Semiconductor Device Engineering : This course is to privide the semiconductor physics needed to
understand the advanced semiconductor device operations. Included are the basic energy band
theory and the carrier statistics including the heavy doping effects and the band line up theory. With
these, the advanced modeling and characterization techniques for advanced MOSFET and BJT devices
will be covered. The non-ideal characteristics of semiconductor devices and their scaling properties
will be also covered. In the non ideal characteristics, the quantum size effect and its effects on the
device characteristics such as the capacitance-voltage and transcoductance characteristics will be
covered
Microelectronics Fabrication : This course covers the practical fabrication process of semiconductor
devices at ISRC (Inter-University Semiconductor Research Center), and is only offered to the process
equipment student-researchers at ISRC
Noise of Semiconductor Devices : The theory and practice of noise are studied. From the Langevin
equation, the noise power spectral density is derived. The thermal and shot noise, which are the
basic noise of the semiconductor devices are treated followed by the excess noise. The noises in the
practical devices such as the scaled MOSFET's are studied
Semiconductor Sensors and Actuators : This course treats the principles, fabrications and applications
of sensors and actuators as the elements of a closed-loop system. The topics include sensing
mechanisms of sensors and actuators, micromachining technology, signal processing, integrated
sensor systems, MEMS (Micro Electro Mechanical System), and packaging technology
Nanoelectronic Devices and Quantum Transport : Physical principles of nanoscale semiconductor

devices and technologies for their fabrication. Device scaling trends and limits, nanofabrication
technologies, quantum transport in low-dimensional (2D, 1D, 0D) structures, tunneling devices,
quantum wire and quantum interference devices, single electron tunneling and single electron
memory and switching devices
Microwave Devices : This course will address device physics and applications of microwave
semiconductor devices. Topics covered include material property and technology of compound
semiconductors, IMPATT and GUNN diodes, MESFETs and HEMTs, and basic microwave circuits. Si
microwave devices will be also discussed
Power System Engineering : This course introduces computer analysis of power systems. Specific
topics will include generators, transmission lines, transformer modeling, and system matrices. The
course also addresses power flow, dynamic stability, and fault analyses
High Density Power Supply Design : This course introduces the principles of power supply for
computers and aerospace systems. It covers power conversion, resonance and advanced control
circuits
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Semiconductor Power Circuits and Their Design : This course introduces resonant, quasi-resonant,
multi-resonant, and PWM converters. It also covers soft switching techniques and modeling of
converters
Power System Application of Optimization Methods : Provides ways to analyze electric power
systems in terms of network operation and planning, market interactions, performance assessment
and reliability evaluation. Introduces the principal algorithms for convex optimization, dynamic
optimization, and optimal control with emphasis on application of methodology to power system
examples. Topics include interior-point methods for convex optimization, decision theoretic planning,
Markov decision processes, linear programming, dynamic programming, optimal control methods,
and optimality conditions for nonlinear optimization
Electric Machine Control Theory : This course addresses theories and practices of controlling motors
for industrial applications. It covers the characteristics of DC motors, as well as the design of current,
speed, and disturbance torque controllers. The course also deals with AC machines such as induction
and synchronous motors
Optimal Design of Electric Machines : This course addresses the optimal design of electric machines
based on numerical analysis and optimization theories. It covers various deterministic search
algorithms and magnetic circuit theories
Power System Modeling and Simulation : This course introduces mathematical and practical bases for
simulating large scale systems. It covers power system dynamics and stability along with computer
simulation
Power System Stability and Control : This course addresses power system stability theories. It covers
synchronous machine theory, transient stability and small-signal stability analysis. The course also
examines active and reactive power controls
Power System Operation : This course deals with comprehensive power system operation. It covers
mathematical optimization methods, power system security, cost models, economic dispatch, and
optimal power flow
Electromagnetic Conversion Theory : This coures deals with conversion theories of electrical and
mechanical energy. Specific topics will include the principles of DC, synchronous and induction
machines
Plasma Engineering : This course addresses the characteristics and applications of gas discharge
plasma. It covers the motion of charged particles in electromagnetic field, waves in plasma, and
magneto- hydrodynamic (MHD) theory. The course also examines thin film fabrication using low
temperature plasma
Organic Semiconductor : The course introduces basic concepts and theories of organic
semiconductors which become a new class of semiconductors having a broad range of applications
such as organic light-emitting diode (OLED) displays, organic solar cells, and organic thin-film
transistors (OTFTs), etc. It covers the electronic energy band structure, interface properties, electrical
properties such as carrier mobility and recombination, optical properties such as optical absorption
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and emission, and exciton dynamics of organic semiconductors. It also discusses the principle behind
organic electronic devices
Display Engineering : This course introduces the principles, device characteristics, manufacturing
technologies, and applications of flat panel displays such as the liquid crystal display (LCD), plasma
panel display (PDP), organic light-emitting diode display (OLED), and field emission display (FED).
Main lecture topics are electro-optical properties of liquid crystals, thin-film transistor technologies
(a-Si, poly-silicon, oxide TFTs), TFT-LCD manufacturing technology, materials properties and device
characteristics of PDP and OLED, and driving methods and fabrication technologies of PDP and
AMOLED. It also covers future display technologies such as 3D displays and flexible displays
Electro-optics : This course covers the phenomenon of the propagation of light with arbitrary
polarization in anisotropic materials. Topics include the principles and operation of the half wave
plate, quarter wave plate, and filter
Optical Information Processing : Topics for this course include Fourier optics, diffraction, spatial light
modulators, spectrum analysis, spatial filtering, acousto-optics, heterodyne spectrum analysis, space-
integrating correlators, time-integrating systems, optical computing, optical transforms, holograms,
the photoregractive effect, and delay-line signal processing
Nano-Optics : the fundamentals and applications of nano-photonics will be provided to students in

order to support their future research activities in this fast-developing field. Topics to be covered will
include principles, characterization, design, and fabrication of Photonic Crystal, Plasmonics, and
Meta-materials, as well as, additionally slow-light, Cloaking, EM filed mapping for their applications.
With this course, students will be able to build-up in-depth knowledge and design methods for the
general nano-photonics. Prerequisites are Quantum Mechanics and Electromagnetics
Thin Film Devices : This course covers the principles and design methods of thin film materials and
devices used for optical instruments, such as the piezoelectric device, optical filter, and optical
memory. Topics include the following: measurement and evaluation of the fabrication process;
electrical, optical, and mechanical characteristics; characteristics of passive and active devices;
magnetic thin film devices; and thermal devices
Nonlinear Optical Engineering : Topics for this course include the following: nonlinear optical
susceptibilities, electrooptical and magneto-optical effects, optical rectification, sum-frequency
generation, harmonic generation, difference-frequency generation, parametric amplification,
stimulated Raman scattering, two-photon absorption, four-wave mixing, self-focusing, and strong
interaction of light with atoms
Principles of Molecular Nanotechnology : This course provides basic principles of the fascinating
subject of bottom-up nanotechnology with emphasis on the molecular-based study of condensed
matter in small systems. It covers 'advances in atomic and molecular nanotechnology', 'nanosystems
intermolecular forces and potentials', 'thermodynamics and statistical mechanics of small systems',
'phase transitions in nanosystems', 'molecular self-assembly', 'molecular building blocks', etc. In
addition to the fundamental knowledge, students learn how to apply the noanotechnology to
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electronic devices and bio-mimic systems. Prerequisites are Quantum Mechanics and
Electromagnetics
Electric Materials and Devices : Introduction to the principles of electrical and optical properties of
dielectric materials, magnetic materials and insulator. Lecture of energy band, defect, localized state,
generation and recombination phenomena. The influence of material properties on the
current―voltage characteristics, breakdown, conduction mechanism, partial discharge
Plasma Electrodynamics : This course introduces the relative relation between plasma and electro-
magnetic waves. In addition, plasma waves are considered using the Fluid formula and Kinetic
formula
Data Network : In this course the protocol suites for TCP/IP internetworking will be briefly reviewed
which have been studied in the undergraduate course of 'Introduction to data networks'. They
include IP address format, routing, LAN protocols, ARP, TCP, ICMP etc. These protocols will make
packet delivery successful through the current error―prone Internet. Then this course will mainly
focus on the performance analysis of network protocols and provide basic optimization techniques in
addition to queueing delay models. Students will be assigned some network programming homework
assignments which will be useful to understand how to put new services into the current technique
Random Signal Theory : This course examines linear stochastic processes containing uncertain
parameters and random inputs. Specific topics will include stationary and ergodic processes, spectral
analysis, and the properties of common random processes
Computer and Network Security : This course provides a foundation of network related computer and
network security issues. Basically, it builds upon concepts of security such as confidentiality, integrity,
authentication and cryptographic algorithm and protocol. It covers common attacks originating from
the network which includes dial-up security (PAP, CHAP, RADIUS, Diameter), WLAN security, IPSec &
SSL based VPNs, e-mail security (PGP, S/MIME); Kerberos; X.509 certificates; AAA and Mobile IP;
SNMP security;. Also, It covers prevention and detection of attacks, and response to those attacks.
Prerequisites: Introduction to data communication networks(optional), C(C++) Programming
Wireless Networking : In this course, various topics related to wireless networking are covered. The
differences between wireless and wired networks, wireless channel characteristics, wireless medium
access control (MAC) protocols, and routing in wireless networks are studied. Moreover, we study
the detailed operations of IEEE 802.11 wireless local area network (WLAN), 802.15 wireless personal
area network (WPAN), and IEEE 802.16(e) wireless metropolitan area network (WMAN)
Detection and Estimation : This course covers the detection theory and estimation of Bayes, MAP,
Neyman-Pearson, and MMSE, as well as the performance of the optimal receiver
Adaptive Signal Processing : In many practical signal processing and communication systems, the
system (or channel) are often unknown and/or time-varying. In order to alleviate the problems
caused by these uncertainties, adaptive signal processing methods are developed. The adaptive
signal processing is widely used in the areas of noise reduction, communications, signal separation,
system identification, echo cancellation, array sensors, channel equalization, etc. In this lecture,
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theories and applications of signal processing algorithms are studied and several experiments are
conducted
Source Coding Theory : This course will include the following topics: theory of compression and
coding of image and speech signals based on Shannon's information theory; introduction to
information theory (entropy, etc.); characteristics of sources such as voice and image; sampling
theorem; methods and properties of lossless and lossy coding; vector quantization; transform coding;
and subband coding
Speech Signal Processing : The purpose of this course is to briefly review the speech processing
techniques in analysis, coding, recognition and synthesis. First, students will be presented with
acoustical modeling and background for speech production, which serves as a fundamental
ingredient of almost all the important technical problems of speech. In speech analysis, which has
historically been a major phase of speech research, students will mainly address estimates of pitch
and formant frequencies. Speech coding will include the principles and development of each coder
from the early VOCODER to the state-of-the-art CELP. The speech recognition part, which is based on
feature evaluation and distance measurement, will take up the description of the fundamental
pattern matching method. Finally, students will review the conventional speech synthesis method
and discuss the practical problems encountered in its implementation
Image Signal Processing : This course is for electrical engineering graduate students, intended to
provide the fundamentals of digital image processing. It is recommended that students taking this
course has an undergraduate technical background in one of these areas: linear system theory,
vector algebra, probability, or random process. Topics covered in this course are as follows:
mathematical representation of continuous images; the psychophysical properties of human vision;
photometry and colorimetry; image sampling and quantization techniques; mathematical
representation of discrete images; two-dimensional signal processing techniques including general
linear operators, pseudo inverse operators, superposition and convolution operators, and unitary
transforms such as the Fourier, Hadamard, and Karhunen-Loeve transforms; linear processing
techniques implemented by direct convolution and Fourier domain filtering; image enhancement and
restoration techniques; extraction of information from an image including morphological image
processing; edge detection; image feature extraction; image segmentation; object shape analysis;
and object detection
Advanced Digital Communications : This course, from the system engineering perspective, mostly
treats the signal design and detection efficient to digital communications. The topics include the
following: coding and decoding theory; modulation and demodulation techniques; transmitter and
receiver design; coherent, noncoherent, and differentially coherent detection techniques; block and
convolutional coding; and QAM, CPM, and spread-spectrum systems. The understanding of
fundamental communication theory and probability function theory is required to complete this
course
Advanced Error Correcting Codes : There are various kinds of error correcting codes that are used in
the field of wireless communication. Sophisticated theory over those codes are introduced in this
course. Cyclic codes, finite fields, Galois ring, alternant code, Goppa code, Reed-Muller code, Kerdock
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code, and Preparata code will be introduced. The course provides a brief review of convolutional
codes and the Viterbi decoder that are widely used in mobile communications in the present, and
then introduces Turbo codes, LDPC codes, and Space-Time codes that can be applicable to next
generation systems
Wireless and Satellite Communications : In this course, students will deal with Mobile and Satellite
communication environments, the modeling and designing of the systems, performance analysis, and
their applications. In the Mobile communications part, students learn about all mobile radio systems
including the future PCS. New materials such as CDMA and microcell technologies will help their
understanding. In the Satellite part, students will deal with requisite technologies that are not
covered in the Mobile communications part. Basic concepts of communication theory and probability
function theory are prerequisites to this course
Information Theory : The topics covered in this course are as follows: extreme points of
communication theory; data compression to the entropy limit; communication at the channel
capacity limit; Kolmogorov complexity; Shannon entropy; rate distortion theory; Huffman coding and
random coding; and unified treatment based on the assymptotic equipartition theorem
Channel Coding Theory : Channel coding refers to the class of signal transformations designed to
improve communications performance by enabling the transmitted signals to better withstand the
effects of various channel impairments, such as noise, fading and jamming. Usually the goal of
channel coding is to reduce the probability of bit error or to reduce the required signal to noise ratio
at the cost of expending more bandwidth. At the channel codes, redundancy is inserted into the
transmitted data stream so that the receiver can detect and possibly correct errors that occur during
transmission. This course deals with block codes and convolutional codes
Advanced Wireless Communications : Wireless communications have been becoming very important.
The focus of this course is providing students with overall comprehension of physical and MAC layer
which forms a basis in the wireless digital communications. This course starts from the review of
digital communications, investigates the characteristics of wireless channels. and studiesCODE
division multiple access (CDMA) systems, which is the backbone of 2nd & 3rd generation
communications systems. Moreover, this course covers multiple antenna systems, smart antenna
systems, and radio resource management. These topics offer a lot of potential to increase system
capacity and to improve performance
Advanced Electromagnetics : This course will cover electromagnetics, including electrostatics and
electrodynamics. Students will analyze the electrostatic problem focusing on Green's theorem and its
application. The generation, propagation, reflection, and refraction of electromagnetic waves using
wave equations and antenna theory will be discussed in electrodynamics
Applied Acoustics : This course is for graduated students who have fulfilled the prerequisite,
Fundamentals of Acoustics. The purpose of this course is to enable the students to research
engineering topics related to acoustics, through the discussion of the special topics of acoustical
engineering. The topics to be discussed are as follows: analysis of mechanical vibrations using
equivalent electrical circuit modeling; analysis of characteristics of acoustical wave varying with the
medium and boundary conditions; calculation of beam patterns of various shapes; characteristics of
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the human auditorial perception system to be utilized for compression and coding of acoustical
signals; analysis of acoustical features of a room, using image method and ray tracing; and analysis
and design of electroacoustic transducer including loudspeakers and microphones
Microwave Circuits : This course will cover analytical design methods of passive devices used in the
microwave band. Topics include the following: filter theory, matched circuit and bandwidth
broadening, mechanism and analytical circuit design method of an active circuit (amplifier, mixer and
oscillator), and MMICization
Ultrasonic Engineering : The purpose of this course is to explain and describe the peculiarities of high
frequency sound and its applications with general acoustics as a foundation. The first part of this
course is devoted to the fundamentals of ultrasonics including the basic ideas and laws of acoustics,
radiation and diffraction of sound, the generation, the detection and the measurement of ultrasound,
the absorption and attenuation of ultrasound, and the basic methods of measuring sound velocities.
In the second part of this course, a series of typical and important applications of ultrasound are
covered. Topics include the following: applications of ultrasound in signal processing and measuring
techniques; diagnostic methods in non-destructive material testing and medical diagnostics; special
methods of ultrasonic imaging; and applications of high intensity ultrasound
Linear System Theory : This course studies basic mathematics in linear space and algebra. Specific
topics will include dynamical systems, fundamental matrices and state transition matrix. The course
also deals with controllability, observability, stability issues
Mathematical System Theory : This course addresses the application of mathematical knowledge to
practical engineering problems. It covers topological and algebraic structures of linear operators on
function spaces. The course also deals with metric space, completeness, contraction mapping, and
fixed point theory
Optimization Theory and Applications : The course contains linear, nonlinear, integer, dynamic and
stochastic optimization techniques. Every technique is illustrated with examples from authentic
engineering designs to demonstrate how it is possible to maximize the desired benefit and minimize
negative aspects of project design. This course includes increased emphasis on applications for
industries as well as new computer programs to solve both linear and nonlinear problems
Estimation Theory : Topics for this course include the following: classical estimation theory such as
mean square estimation, maximum likelihood estimation, and Wiener filtering; discrete and
continuous-time Kalman filter; shaping filter; optimal smoothing; design and performance analysis of
the Kalman filter; square root filtering; and nonlinear filtering including the extended Kalman filter
Modeling and Applied Dynamics : Topics for this course include the following: kinematics; Lagrangian
dynamics of rigid bodies and multi-body systems; and bond-graph modeling of electrical, mechanical
and hydraulic networks
Nonlinear System Theory : This course covers the Lyapunov approach and Operator-theoretic
approach to the stability analysis of nonlinear control systems. Classical methods such as the phase
plane method, describing function method, Lyapunov direct & indirect methods, and Popov/circle
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criteria, and modern methods such as the singular perturbation technique, feedback liberalization
technique, robust H control, robust Lyapunov redesign, and sliding mode control will be covered
Advanced Topics in Nonlinear Control : This course covers the Lyapunov approach and Operator-
theoretic approach to the stability analysis of nonlinear control systems. Classical methods such as
the phase plane method, describing function method, Lyapunov direct & indirect methods, and
Popov/circle criteria, and modern methods such as the singular perturbation technique, feedback
liberalization technique, robust H control, robust Lyapunov redesign, and sliding mode control will be
covered
Intelligent Robot and Applications : Topics of this course include the following: various sensor
applications and robot intelligence; visual guidance and servoing; two robot arm problems; non-
manufacturing intelligent robots; multi-robot applications; robot interconnection and performance
evaluation methods; and sensor fusion and AI applications to robotics
Introduction to Computer Vision : This course introduces the fundamentals of computer vision and
machine vision, and their applications. Through this course, students will learn about the basic
theories, methodologies as well as practical skills for designing and solving computer vision problems
ranging from the low-level vision(early vision) and mid-level vision (feature extraction,
reconstruction) to high-level vision (recognition, analysis). Recent emerging research topics and
trends in computer vision will also be covered
Optimal Control Theory : Topics for this course include the following: formulation of optimal control
problems; dynamic programming; Hamilton-Jacobi theory; applications to time and fuel optimal
systems and the linear quadratic problems; examples taken from a variety of fields; and introduction
to computational considerations
Micro-Electro Mechanical Systems Design & Fabrication : Introduction to the principles of electrical
and optical properties of dielectric materials, magnetic materials and insulator. Lecture of energy
band, defect, localized state, generation and recombination phenomena. The influence of material
properties on the current-voltage characteristics, breakdown, conduction mechanism, partial
discharge
Introduction to Computer-Aided Design : This course introduces computer-aided design of VLSI

circuits. Topics include graph theory, combinatorial optimization, layout compaction, and cell
generation
Knowledge and Database Management Systems : This course is intended to introduce various data
structures for efficient data storage and access. This course will allow students to understand which
data structures are preferred to others among many possible data structures that can be used for
given circumstances, and to choose the best one or design a new one. This course will basically cover
relational model, object-oriented model, SQL query language, file system structures, B+tree and hash
indexes, query processing and optimization, transaction management, concurrency control and
recovery. It helps students to understand and develop efficient algorithms using algorithm analysis
techniques. Through programming practices, each student will implement many data structures and
algorithms that have been discussed in the class
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Advanced Compilers : This course introduces parallel programming languages. It covers parallel
programming examples and analysis, along with code optimization skills related to parallel computer
architecture
Computer Organization and Design : This course addresses the manipulation of CPU oriented
architecture and design methods. It covers I/O systems, system cache, and virtual memory
Embedded Systems Software : This course covers important issues on real time system design such as
task scheduling
SoC Design Automation : Introduction of computer aided design automation from behavioral
specification down to integrated circuits mask layout. Mainly focus on synthesis processes such as
architectural and logic synthesis and the detailed algorithms
Digital Signal Processing System Design : This course covers the hardware and software based
implementation of real-time multimedia and communication systems. Not only the algorithm level
optimization, such as multirate signal processing, fast algorithms, and fixed-point arithmetic, but also
efficient implementation methods using hardware and software will be studied. As for the
implementation platforms, PC, VLIW digital signal processor, FPGA, and VLSI will be used. In the PC
and digital signal processor based implementations, several software optimization techniques such as
software pipelining and SIMD computation are covered, while in the FPGA and VLSI based
architecture, the trade-off of throughput and hardware complexity will be studied. MPEG video and
wireless communication will be considered as for the applications. The prerequisites of this course
are the "introduction to digital signal processing" and "digital system design." In addition, the
students need to be acquainted with C and VHDL based programming. This course is recommended
for students not only in the VLSI and Computer module but Communication and Signal processing as
well
Graphics Programming : This course consists of three parts: (1) fundamentals of graphics,(2) OpenGL
and its extensions, and (3) parallel computing using GPUs. Education of the fundamentals of graphics
and OpenGL will be given for the first 1.5 months. The programming project during this period will be
the animation of an articulated body. The next two weeks will be spent to educate the OpenGL
Extensions. During this period, students will practice shading techniques based on those extensions.
The last one month will be spent to teach GPU-based parallel computing. During this period, students
will practice parallel computation of matrix multiplication and/or FFT using GPUs
Advanced Programming Methodology : This course is intended to be a deep introduction to how to

design and program algorithms with serious practices. The theory materials covered in the class
include, Sorting, Searching, Graph Theory, NP―Complete, Divide―and―Conquer, Dynamic
Programming, Greedy, Randomized, and Approximate Algorithms. The audiences should expect to
learn a lot of know―hows for managing big programming projects by doing several programming
projects in depth
ICT Engineering
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Special Topics on Communication System and Computer Networks : The main purpose of this course
is to teach students how to develop their own customized hardware in the form of Application
Specific ICs (ASICs). Basic characteristics of HDLs are studied to pave way for the development of new
programming techniques for the hardware realization of complex mathematical algorithms and
implementation of latest hardware trends like power efficiency and asynchrony. The students are
required to submit a Verilog core of a 32-bit RISC as class project. The semester ends with an
overview of latest research trends and prospects around the globe in the field of ASIC and SOPC
Design
Optical network : The organization of this course is as follows : first, the basic information to
understand optical technologies applicable to optical networks is introduced including optical fiber,
transmission and switching systems, and signal modulation and demodulation. Then, information
about network, optical design technologies will be presented with optical access networks of our
concern
Wireless network : Several topics related to wireless networking will be covered, including a brief
overview of physical layer issues, wireless network architecture, wireless network capacity analysis,
multiple access protocols, routing protocols for wireless LANs and adhoc networks, and TCP over
wireless networks, sensor networks, mesh networks, and some security related issues
Sensor network : From this course, students will gain a thorough introduction to the area of wireless
sensor systems and signal processing. Wireless sensor systems and networks are unattended
distributed systems consisting of large numbers of inexpensive devices, each capable of a
combination of sensing, communication and computation. Such sensor networks are expected to be
deployed in high densities in order to obtain detailed information about the operational
environment. Applications range from environmental monitoring and seismic studies to mobile target
tracking. This course will cover sensor communications systems and network applications, design,
and analysis. Deployment; energy-efficiency; wireless communications; data-centric operation;
capacity and lifetime; collaborative signal processing; reliability, fault-tolerance and security
Service Oriented Computing : Covers the concepts, theories, and techniques for Service Oriented
Computing. This course intends to formulate higher-level architectures for Web-based service
applications and considers sophisticated approaches for the description, discovery, and engagement
of Web-based services. More specifically, this course emphasizes dynamic service composition, with
key topics such as semantics, transactions, processes, agents, quality of service, compliance, and
trust. In addition, we are trying to understand what kind of infrastructure (based on the substrates of
computing and networking resource) is required to be developed for service oriented computing.
Deep understanding on the selected topics will be pursued and individual research project (or
reports) will be carried out to expose students to the building blocks for successful service oriented
computing
Wireless Link Analysis in Modern Communication Systems : Use of wireless handset for personal
communications has been wide spread nowadays. Communication environments for such use of
wireless terminals fundamentally determine characteristics of received signal. In order to leverage
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wave propagation characteristics, practical design for wireless systems is heavily dependent on site
specific link analysis. This course will provide tools for wireless link analysis in various real situations
and give insights for efficient wireless system design in virtually all type of modern communication
environments
Digital Communication Systems : Introduction of modern digital communication systems and

comparison of digital and analog communication systems. Digital source coding, data, voice and
image. Hypothetical decision problems to detect, equalize and synchronize digital signals
Communication system : Study of various techniques to architecturing and implementing digital

communication systems with applications to wireless communications and broadband multimedia
systems. Technical perspectives including emerging digital microelectronics and hardware
technologies will also be covered
Queuing Theory and Practice : Consideration of principle models of queueing theory with the practice
in computation skills of queueing model characteristics. This course is the necessary basis of the
approach to design and analysis of networks
Networking Application Design : Covers the design and implementation of future networked
applications supported by the broadband networking infrastructure. More specifically, topics such as
networked virtual environments (or virtual reality) and networked games are to be studied in this
course. Deep understanding on the selected topics will be pursued and individual research project (or
reports) will be carried out to expose students to all the building blocks for successful networked
applications
Wireless communication : Wireless Communication has been and continues to be an essential mode
of communication in many applications such as ship to shore communication, aircraft to control
tower communication, deep space communication and almost all wartime military operations. Lately,
mobile communication has also acquired a very important role in worldwide information
transmission systems such as business, travel, etc. In this course an effort will be made to impart an
understanding of mobile communication systems which has been the most rapidly evolving field of
wireless communications during the last decade
Computer Networking : Understand the fundamentals and the state-of-the-art developments of data
and media (i.e., multimedia) networking issues. Reflecting the ubiquitous convergence toward IP-
based (i.e., Internet) networking, emphasis will be given on conceptual and experimental issues in the
design and implementation of media inter-networking systems and protocols
Random Process : The course provides the methodology to interpret the basic concepts of
probability, random variable, random vectors and random processes for electrical engineering and
computer science
Advanced Topics in Computer Networking : Covers the advanced developments of computer

networking systems and protocols. The specific topics can vary to catch up the latest trends in
advanced computer networking. Deep understanding on several selected topics will be pursued and
individual research project will complement the experimental design and implementation issues. For
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year 2002, advanced application networking issues featuring media networking and GRID over the
Internet will be covered
Ultrafast Optics : The organization of this course is as follows : first, the basic information to
understand optical technologies applicable to optical networks is introduced including optical fiber,
transmission and switching systems, and signal modulation and demodulation. Then, information
about network, optical design technologies will be presented with optical access networks of our
concern
Information Theory : Introduction. Shannon's information measures. Entropy rate of a stationary

process. The source coding theorem. Kraft inequality. Huffman code. Redundancy of a prefix code.
The channel coding theorem. Rate-distortion theory. Universal data compression. Advisory: Students
are expected to have fundamental probability concepts
Applied Cryptography : This is a graduate-level course on cryptography. It focuses on the definitions

and constructions of various cryptographic schemes and protocols, as well as their applications.
Useful tools for securing practical systems and emerging techniques in the applied research
community will be introduced. No prior knowledge of security, cryptography, or number theory is
required
Advanced Topics in P2P Networks and Systems : This course covers the principles, architectures, and
applications of peer-to-peer networks and systems. Topics include protocols, network architectures,
performance models and analysis, data distribution policies, directory service and query processing,
quality-of-service, reliability, incentive mechanism, security, privacy, and intellectual property issues.
Practical P2P systems such as file-sharing, video streaming, and Video-on-Demand will be studied as
case studies. Students taking this course should have prior knowledge of computer networks,
Internet protocols, performance modeling, and computer programming
Mobile Networking : This course introduces the principles of networking protocol design under the
mobile/ wireless environment. Mobile networking protocol design for the MAC, network, transport,
session and application layers will be covered. The course will follow a "problem-and-solution"
approach in which key generic problems created by the mobile/ wireless environment on each
protocol layer are first introduced. Alternative solutions as well as their associated trade-offs, are
then illustrated via real-world examples. Specific problems and their practical solutions to be studied
include: Multi access control in a wireless environment, mobility management for infrastructure-
oriented wireless networks (e.g. location tracking and handover), routing in mobile ad hoc networks,
wireless transport protocol design, session and service control for multimedia wireless networks,
content adaptation and location awareness support for mobile applications and services. Emerging
mobile networking technologies and future directions will also be discussed. Students are expected
to have background in Computer Networks and Digital Communications
Network Coding Theory : Examples of network coding. Acyclic networks: linear network codes and
desirable properties, existence and construction, static network codes. Cyclic networks: convolutional
network codes. Relations between network coding and classical algebraic coding theory
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Security and Privacy in Cyber Systems : This course discusses the design and realization of security
and privacy services in practical large-scale systems. Topics include: Online Identity and
Authentication Management ; Safe Browsing ; Geolocation privacy ; Mobile payment systems with
Smartcard/ Near Field Communications (NFC) ; e-cash ; Best privacy practices for Online Social
Networks and Mobile applications ; Cloud Computing security and privacy: Trustworthy Cloud
Infrastructure; Secure Outsourcing of Data and Computation ; Data Provenance; Virtual Machine
security. Additional cyber security services/applications such as e-voting systems, secure and
anonymous routing systems, digital rights management will also be covered
Digital Forensics : This course is an introduction to digital forensics and cyber crime investigation. It
will discuss techniques, methods, procedures and tools for applying forensic science and practice to
the acquisition and analysis of evidence existing in digital form for the purposes of cyber crime
investigation. Specific topics include computer (hard disk, file-systems) forensics, network/intrusion
forensics, mobile device forensics, and a brief introduction to multimedia forensics. Techniques for
detecting, tracking, dissecting and analyzing malware and other malicious cyberspace activities will
also be covered. Advisory: Students are expected to have basic background in C/C++ programming
skills
Network Economics : This course introduces the basics of microeconomics, game theory, and
mechanism design, with applications in wireless communication networks and Internet. The detailed
topics include market mechanisms, consumer surpluses, proﬁt maximization, welfare maximization,
pricing, strategic form games, dominator strategy equilibria, Nash equilibrium, Bayesian games,
repeated game, social choice functions, incentive compatibility, the revelation theorem, auction
design, and network externality. Advisory: Students are expected to have basic background in
optimization
Performance Evaluation Methodology : Three common performance evaluation methodologies:

queueing analysis, discrete-event simulation and measurement with emphasis on queueing analysis.
After a brief review including Little Law, renewal theory and PASTA, topics include: Pollaczek-
Khinchine formula, M/G/1-LCFS, M/G/1-PS, priority systems, Burke Theorem. G/M/1 systems and
matrix-geometric approach. Product-form networks, including Jackson Network, Gordan Newall
Network and BCMP Network, time reversible process, quasi-reversibility. Convolution algorithm,
MVA. Applications to processor-based computing systems. Examples from UNIX systems
Satellite Communications : Orbital mechanics, orbital perturbations and launch vehicles. Spacecraft:
telemetry, tracking and command, power system, antennas, transponders, equipment reliability. Link
design: noise, G/T ratio, power budgeting. Propagation effects and their alleviation. Modulation and
multiplexing techniques. Advanced coding techniques: ARQ and convolutional codes. Multiple access:
FDMA, TDMA, Packet satellite networks, SPADE system. Earth station technology
Switching System : Crossbar switch, space division multiplexing, time division multiplexing, circuit
switching v.s. packet switching, construction of non-blocking switching networks, self-route packet
switching, resolution of output contention
Network Information Theory : The course will teach the students the basic tools and techniques used
in Network Information Theory. In particular the following topics are addressed: Multiple Access
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Channels, Broadcast Channels, Interference Channels, Channels with State, Relay Channels, and other
topics. The course will be mathematical with an emphasis on provins theorems and becoming
proficient (mathematically) with the nuances so as to enable the student to do high quality research.
A prior undergradaute level course in probability and/or information theory are highly recommended
Personal Communication Systems : Evolution of wireless telecommunication systems transmission

technique, network architecture, and system planning for GSM, NADC and DECT. PCS, Voice/date
transmission, dynamic resource allocation, multiple access protocols and compatibility with B-ISDN
Video Compression : Image Perception. Basics of Video Compression. Advanced techniques of Video
Compression : Subband Coding, Wavelet Coding, Fractal Coding. Standards of Video Compression:
JPEG, MPEG, H.261. Applications of Video Compression: Videophone, Video Conferencing and HDTV
Engineering Applied Mathematics: To obtain analytical solutions of various mathematical models
related to chemical engineering, solution methods for the linear partial differential equations are
introduced. Nonlinearity of the differential equations are taken into account by asymptotic analysis,
perturbation method, WKB theory. This course also deals with both classical and modern methods for
analyzing nonlinear ordinary and partial differential equations appearing in chemical engineering
problems.
Numerical Methods for Chemical Engineers: The goals of CBE503 are twofold. First, computational
methods are presented for solving many of the differential equations that model physical
phenomena arising in chemical engineering. Second, the presentations of these techniques will be
organized in a way so that the common strands of numerical analysis are exposed and so that they
form the foundations necessary for the more advanced studies required to solve problems arising at
the forefront of research.
Chemical Process and Product Design: Problem solving strategy proposed by Fogler, Define-Generate-
Decide-Implement-Evaluate, is introduced and applied to process and product design in chemical
engineering. Patent and ethical issues are also discussed in connection with process and product
design.
Design of Reaction Systems: Design and analysis of reaction systems related to chemical and
biomolecular engineering will be introduced. The lecture covers the chemical reaction kinetics,
experimental planning, multiple reaction, introduction of ideal reactors, interaction of heat and mass
transfer with chemical reaction, residence time distribution, design of nonideal reactors, and stability
analysis of reaction systems.
Introduction to Catalysis Engineering: The Basic concept of heterogeneous catalysis including the
catalytic activity and selective adsorption, kinetic models, catalyst preparation and experimental
evaluation will be explained. Typical catalytic systems of industrial importance will be discussed ;
metal supported catalysts, acid and zeolites, catalytic oxidation, and energy and environmental
catalysis.
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Catalysis for Renewables: Disruptive processes providing renewable chemical feedstocks and energy
should be developed in order to establish sustainable development. Catalysis technology as well as
the state-of-art of these processes will be discussed. Biomass conversion, clean hydrogen and solar
fuel processes utilizing sunlight will be emphasized.
Introduction to Interfacial Engineering: The aim of this course is to introduce and motivate the
research of surface and nano-surface science and chemistry for first year graduate students. The
basic structure consists of three parts ; surface structure and energy, molecular alignment at surface,
and electrical and dispersive interaction at interface. Covered at this course were the concepts of
surface energy, curvature effect, quantum-size effect, molecular interaction, surface force
measurement, surfactant, detergency, micelles and aggregation, adsorption in solution, contact
angle, wetting, monolayer, organic thin film, LB film, hydrogels and liquid crystals, emulsion and
dispersions.
Rate-controlled Separation Processes: The goal of this lecture is to learn the principles of the rate-
controlled separation process, mechanical separation process and bioseparation process, and
theoretical background and practical application of the separation with adsorption, membrane, and
crystallization. Also, it covers the application of the special separation process such as
chromatography, permeation, and the basic design of equipment.
Molecular Electronics: This course covers molecular electronic in organic materials, molecular
methodologies, biooptoelectronics and molecular electronic logic and architecture. Detailed topics
includes molecular scale electronics in nano-science, Foundations and theories of molecular
electronics, properties and ordering of materials, piezoelectric and pyroelectric materials, molecular
magnets, molecular nonlinear optics, photochromism, conducting polymers, charge transfer complex,
OLED, liquid crystals and devices, self-assembly, Langmuir-Blodgett films, organic molecular beam
epitaxy, molecules at surface, biological membrane, biosensors, biomolecular optoelectronics,
molecular imaging, molecular electronic logic and architecture
Multiphase Reactor Engineering: To understand basic theory and phenomenon in various chemical
reactors such as fixed bed, bubble column, and fluidized bed. Develope ability to analyze multi-phase
flow reactors in chemical processes and to design chemical reactors associated with fluidized bed and
multi-phase flow reactors
Mass Transfer: Fundamentals and mechanisms of mass transfer at steady and transient state are
explained with diffusion theory and mass transfer coefficients. Also, the convective mass transfers in
laminar and turbulent flow are studied. This course covers the application for the separation process,
where mass transfer phenomena is crucial, such as interface contactor and membrane separation.
Fundamentals of Microstructured Fluid Flow: This course deals with flows of complex
microstructured fluids in continua emphasizing the microscopic behavior. Continuum hypothesis and
its consequences, equations of motion, continuity equation, transport equations of heat and mass
will be covered for the systems of complex fluids. Examples of flowing systems to be considered
include Brownian motions, particulate suspensions and heat and mass transfer at low Reynolds
numbers.
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Advanced Process Control: The course treats formulation, analysis, and design of industrial control
systems. Advanced control techniques will be covered which include feedforward control, ratio
control, cascade control, and multi-loop control. Recent issues such as distributed control system, z-
transform and digital control algorithm, model predictive control will be introduced, too.
Process Optimization: The course covers basic concept of process optimization, application to
chemical and biomolecular process industry, formulation of optimization problems, selection of
optimization techniques, emerging LP and LNP techniques, dynamic programming, integer and mixed
integer programings, and recent trend of optimization researches.
Polymer Rheology: Constitutive equations are needed to describe the flow behaviors of polymeric
liquids. Differential and integral types of constitutive equations are derived using the continuum
theory and the non-equilibrium thermodynamics. They are applied to the flow system of fluid.
Materials Engineering of Polymers: Polymers are very popular in various industries and daily life since
they are light, cheap and easy to process. The relationship between structure and properties will be
considered along with rheology, mixing, extrusion, injection molding, anisotropic properties during
processing and related mechanical properties. In addition, functional characteristics of polymers such
as electrical, optical and permeability will be included.
Polymer Physics: This course is designed to be an introduction to the physical principles of polymers
that govern the structures and properties of individual polymer chains and also physical properties
and behavior of bulk polymer materials. The microstructural properties of polymer chains are crucial
to determine the bulk properties of polymer materials.
Biopolymer: Introduction and classification of the biopolymers, their chemical and physical structures
are studied. The application of biopolymers in biomedical, sensor, drug delivery, etc. are also studied.
Structure and Properties of Macromolecules: The effects of the polymer structure (chemical
structure, molecular weight, intermolecular structure and morphology) on physical, mechanical and
electrical properties are studied. The property estimation scheme originating from the structure-
property correlation is also studied.
Protein Engineering: This course deals with general and advanced knowledge for Protein and Protein
engineering. Basic principle of protein biosynthesis, structure, biochemical analysis tools and enzyme
kinetics will be covered. Also, new techniques and strategies of protein engineering and recent
application of proteins to biochip will be covered with many recent reports.
Bioprocess Engineering: Modelling of various fermentation and enzyme processes will be dealt with.
Experimental approaches for the assessment and improvement of oxygen transfer in bioreactors will
be discussed. Topics relating to bioreactor design, bioreactor monitoring, stability analysis,
bioprocess economics will be also dealt with in a comprehensive way.
Principles of Human Tissue Engineering: Human tissue engineering has been considered as an
ultimate means of repairing damaged body parts because of natural aging, disease or accidents and
congenital malfunctions. The textbook is 1300pages-long but the course will focus on the basis of
growth and differentiation, in vitro control of tissue development, in vitro synthesis of tissues and
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organs, models of tissue engineering, biomaterials, transplantation, stem cells, gene therapy,
applications to breast, cardiovascular system, gastrointestinal, hematopoietic system, kidney,
musculoskeletal, respiratory and skin system.
Metabolic Engineering: This course will cover topics related to how to analyse the metabolic
pathways qualitatively and quantitatively, how to use molecular biological and related techniques for
engineering metabolic pathways, and how to design strategies for the metabolic engineering of the
organisms for the production of various bioproducts including primary and secondary metabolites
and proteins.
Nanobiotechnology for Biochemical Engineers: This course deals with principles and key technologies
of nanobiotechnology including DNA chip, protein chip, and Lab-on-a-Chip. The scope of this course
also includes various nanostructure-based strategies for biotechnology.
Nucleic Acid Engineering: This course is focused on diverse DNA applications for most recently
developed sequencing, SNP detection, gene expression, and new therapeutic discovery by fusion of
bioorganic chemistry, nanotechnology, advanced genomic analytical technology.
Energy Engineering: To study on the general energy engineering principles, the current status of
alternative energy development and the overall coal energy utilization (pyrolysis, combustion,
gasification, liquefaction) processes in this course.
Inorganic Materials Processing: This course deals with process-property relationship while the main
focus of conventional materials science and engineering is to understand structure-property
relationship. Chemical synthesis of powder, fiber and monolith form of inorganic materials are
discussed. Especially, gas and liquid phase chemical processes are explained.
Fuel Cell Processes and Materials: Unit process analysis and materials design for fuel cell core
technology will be discussed. State-of art fuel cell unit process and computer simulation will be
understood. Optimal design of MEA preparation, cathode and anode materials, electrolytes, stack,
bipolar plate, and diffusion layer will be introduced. Recent trends of primary fuel cell technology will
be included.
Micro-Chemical and Biomolecular Systems: The microfabrication principles for micro chemical and
biomolecular systems composed of microfluidic reactors, lab-on-chip and nanometer and micron
scale devices are discussed as well as the application examples.
Research Methodology for Chemical and Biomolecular Engineers: The course aims to discuss key
elements in chemical and biomolecular engineering (CBE) graduate research. The class will review
fundamental CBE principles and discuss how to implement them effectively and efficiently in a
breadth of CBE problems. Ultimately, the course is expected to enable the students to independently
design experiments for their own research projects using the CBE principles. In hands-on
experimentation sessions, the first-year graduate students are given opportunities to implement
their research ideas in experimental practice.
Problem Solving in Chemical and Biomolecular Engineering: In this course, we study the approach to
deal with problems in traditional chemical engineering including catalyst and energy processes and
386
recent challenges in biotechnology, nano and polymer materials. To do this, we model representative
chemical and biological engineering processes, based on understanding of transport phenomena,
thermodynamics and reaction engineering.
Theory of Catalysis: Geometrical theory, electronic theory, semiconductor theory, which are classic
theories of catalysis phenomena are introduced. Theoretical considerations of catalysis phenomena
will be given applying molecular orbital theory now in progress. The correlation of catalytic properties
such as activity and selectivity with the performance of catalyst is discussed. The instrumental
methods to analyze the reaction intermediate and structure of catalyst are intermediate and
structure of catalyst are introduced. This course also covers the theoretical interpretation of both
homogeneous catalyst and of the heterogeneous catalyst.
Design of Catalysis: The procedures of catalyst selection for specific chemical reactions include
theoretical utilization of potential information and experimental evaluation. Design parameters for
both homogeneous and heterogeneous catalysis are to be discussed. The concept of catalyst design,
activity patterns of active components, selection of secondary components and supports, catalyst
preparation and experimental testing are to be discussed. Some examples of catalyst design are to be
introduced for important chemical reactions.
Photocatalytic Reaction Engineering: This lecture discusses the basic principles of heterogeneous
photocatalysis and applications of various types of photo-reactions are described. Problems related
to the modeling and design of photocatalytic reactors are covered. Special focus will be made on the
application of photocatalytic reaction for sustainable energy production and environmental clean-up
by using photon.
Phase Equilibria and Physical Properties: The phase equilibria is broadly introduced for extending the
insights of molecular thermodynamics towards useful applications in chemical engineering. Students
are expected to gain some experience in phase-equilibria while working their projects. The scope and
type of the projects will be discussed in class.
Mixing Technology in Chemical Engineering: To understand fluid mixing phenomena in homogeneous

and non-homogeneous systems. To study power consumption for mixing of various fluids and to
understand heat and mass transfer characteristics in various mixing processes. With the studied
knowledge, the mixing systems will be designed.
Thin Film Nanotechnology: This class is an introductory course for basic thin film technologies. The
class aims at the balanced understanding of thin film materials and processes. The class consists of 1)
thin film processes, 2) thin film materials, 3) patterning processes, 4) surface chemistry, and 5) their
applications to devices.
Microfluidics: As microfluidics plays an important role in biotechnology and nanotechnology, the

goals of this course can be set as; firstly, understanding of physical phenomena in fluid flow of
microfluidics, and secondly, obtaining the insight for the analysis, optimization or design of
microfluidic system based on fundamental understanding. Also, various fabrication technology for
microfluidic systems and applications of microfluidic system in engineering and science will be
introduced.
387
Colloids and Surface Chemistry: The aim of this course is to establish the fundamental concepts on
the colloid and biocolloid for industrial and pharmaceutical applications. Following introduction to
interfacial engineering, this course is designed to understand in depth and art-of-state knowledge of
electrical phenomena, surface modification and adhesion, stabilization of emulsion, foam, and
particle dispersion , microcapsules and their industrial applications. Special attentions are paid to
pharmaceutical and biomedical applications throughout the topics including sophisticated drug
delivery systems.
Advanced Process Design: Hierarchical decision making for process synthesis and systematic
procedures for process improvement are studied. Computer aided synthesis of optimized chemical
process is also covered.
Multicomponent Polymer Materials: The synthesis, morphology, properties and application of the
multi-component polymer materials are studied. Block and graft copolymer, polymer alloy and
interpenetrating polymer networks (IPN) are studied as the multi-component polymer materials.
Polymer Characterization: Theories and experimental method for the characterization of polymer
materials are studied. Theories on molecular conformation, osmometry, X-ray, light scattering,
rheometry, gel permeation chromatography are also studied.
Mechanical Properties of Polymers: The equations to describe the elasticity and viscoelasticity of
polymer solid are derived by using the continuum and statistical theories. They are applied to the
analyses of isotropic and anisotropic polymers. The theories are compared with the experimental
results of polymers with linear and nonlinear viscoelasticities. The yield and fracture behaviors of
polymers are also studied.
Cell Culture Engineering: This course is designed to provide graduate students with various
techniques necessary for working animal plant cell cultures and their application for producing high-
valued biochemicals. Special topics include: taxol production by plant cell culture, antibody
production by high density cell culture, cell culture bioreactors and downstream processing.
Process for Recombinant Microorganisms: This course will cover topics related to the production of
various bioproducts ranging from primary to secondary metabolites as well as recombinant proteins
by employing genetically engineered microorganisms. Brief introduction to molecular biology,
microbiology and biochemistry will be given before covering gene cloning and strain development.
Biochemical engineering strategies of employing recombinant microorganisms will also be covered.
Air Pollution Control: Chemical reactions in atmosphere, origin, measurement techniques of air
pollutants, fluid dynamics of particles and designing of air pollution control equipments will be
covered in this course.
Water Pollution Control: Wastewater treatment by physico-chemical and biological methods are
discussed. Also taught in the lecture are technologies involved in degradation of recalcitrants,
removal of nitrogen and phosphorous, small packaged system for treatment of sewage and
wastewater treatment, and sludge treatment and disposal. Students are expected to present a term
paper on the recent development on different technologies.
388
Membrane Technology: Membrane technology starts with introducing the competitiveness of

membrane separation with other separation processes. Membrane materials, processing and
characterization; transport in membranes, concept of concentration polarization and fouling,
modules are covered. Special topics include desalination by reverse osmosis, ethanol purification
using pervaporation, microfiltration in wastewater treatment, fuel cell and electrodialysis.
Organic Nano-Structured Materials: This lecture includes: non-crystal, crystals, liquid crystals,
imperfections in ordered media, and finally nano-structure. Because the properties of nanomaterials
are structure-sensitive, numerous associations in this class will be made to establish structure-
property relations for advanced organic materials using very useful experimental techniques, in
particular, diffraction and microscopy. Applications to IT and BT devices using nanostrctured
materials are also discussed.
Electroactive Polymeric Materials and Devices: This class will cover methods in the synthesis of
electroactive polymers including conjugated polymer synthesis (Suzuki and Stille coupling), and
controlled radical polymerization. And the principlesofelectroactive polymers as well as their
applications for polymer energy device (particularly in plastic solar cells) will be included. Rational
design strategy to develop better organic electronics will be illustrated and discussed.
Advanced Reaction Engineering: Adsorption dynamics, surface reaction, interaction between

diffusion and reaction inside the catalyst particle, and catalyst deactivation will be discussed.
Modelling concept for heterogeneous catalyst systems is to be analyzed in depth by accommodating
the heat and mass transfer and the parametric sensitivity.
Surface Phenomena: The fundamental principles and the application of surface science are lectured
to understand the phenomena at the level of molecules of the surface of catalyst, polymer and
inorganic materials. The most widely used surface science instruments such as XPS, AUGER, ISS, UPS,
SIMS, LEED, ELLS, SEXAFS, RHEED, work function measurement, TDS will be discussed to understand
the principles, operating components and the application to the real samples.
Polymer Fluid Dynamics: Molecular approaches for the understanding of flows in the polymeric
systems are the main issues here and rheo-optical experiments are also dealt to study the
relationship between microstructure and properties of these system.
Advanced Process Control II: This course gives introduction to the state of the art in process control
area.
Advanced Rheology of Polymer: Probability theories for the Rouse motion, hydrodynamic interaction
and conformation of polymer are introduced to derive the diffusion equations and constitutive
equation. The constitutive equations derived using phase-space and reptation theories are used to
calculate the rheological properties of flexible and liquid crystalline polymers in dilute, concentrated
or melt state.
Bioprocess Analysis and Control: Topics relating to bioprocess monitoring and control are to be dealt
with. Biosensor systems for the on-line monitoring of bioreactors will be introduced. Various
techniques for the indirect estimation of nonmeasurable quantities will be also discussed. Algorithms
389
for the optimization of batch and fed-batch cultures will be introduced. Stability analysis and control
of continuous bioreactors will be discussed.
Advanced Electrochemical Engineering: Basic principles of electrochemistry including

thermodynamic, electrochemical reaction, charge transport, and mass transport are to be explained.
Based on understanding of these electrochemical principles, the design and analysis technologies for
various electrochemical systems including sensors, fuel cells, secondary batteries, and capacitors are
to be studied.
Recent Topics in Chemical & Biomolecular Engineering: This course offers opportunities to
understand new theory and applications of chemical and biomolecular engineering. Details of the
topics are announced at the beginning of the semester.
Special Topics in Chemical Reaction Engineering: Application of reaction engineering principle ranges
from environmental cleaning to semiconductor processing. New area of application of reaction
engineering principle is introduced. Details of lecture topics are announced at the beginning of the
semester.
Special Topics in Chemical Engineering Thermodynamics: Chemical engineering thermodynamics is

now in a state of transition. Classical thermodynamics is becoming increasingly replaced by new tools
from applied statistical thermodynamics and molecular simulation. Students are expected to gain
some experience in the newly appeared thermodynamics needed to energy and environmental
systems while working their projects. The scope and type of the projects will be discussed in class.
Special Topics in Transport Phenomena: Selected topics of current transport phenomena will be
studied in depth. Examples are transport phenomena in fluid flow in porous medium, stability of fluid
flow, heat and mass transfer in turbulent flow, Taylor dispersion in chromatography, crystallization
and dissolution.
Special Topics in Separation Processes: This course covers the designs, operations and equipments for
the various separation processes such as column process, chromatography, membrane separation
and electrophoretic separation. In order to solve the problem related with column operation, it
includes the details about design, scaleup, startup, shutdown and operation.
Civil Engineering
Making of Ubiquitous Space : This course teaches u-IT(Ubiquitous Information Technology)
applications for constructing and operating architectural or urban spaces such as roads, bridges,
parks, streets, houses, offices and schools. Elements, technologies, and examples of u-cities and u-
spaces will be discussed
Prestressed Concrete : This course covers basic concepts of prestressed concrete, material
properties, flexural design, shear and torsion, bond and anchorage, anchorage zone design, partial
loss of prestress force, composite beams, analysis of continuous beams and deflections
390
Disaster Management & Understanding of River : Understandings of disaster and risk, Classifications
of disasters and risks in Korean society and the Peninsular, Upgrading of understanding of policies
and practice for safety of citizen’s daily life, and Understanding of river’s behavior, Based on the
above, fundamental concept building for structural and non-structural policy making is possible
Climate Change and Future City : study theories and methods on urban planning to cope with climate
change, look for implications through analysis of best practices
Advanced Structural Dynamics : This course covers multiple-degree-of-freedom (MDOF) vibration

problems, dynamic characteristics such as natural frequencies, mode shapes and damping ratios,
dynamics analysis methods (mode superposition methods and direct integration methods), and
vibration control
Mechanics of Composite Materials : This course introduces materials and their applications,
anisotropic elasticity, failure theories, hydrothermal behavior, 3-D stress analysis of laminates, hybrid
composites and advanced topics, design principles for bracings and members subjected to torsion,
design of composite beams, columns, and beam-columns, behavior and design of shear, and semi-
rigid and moment connections
Finite Element Analysis : The course covers the fundamental theory of Finite Element Methods and its
application in structural engineering. It includes shape functions, stiffness matrix, direct methods,
variational method, weighted residual method, assembly of stiffness matrix and solution of
equilibrium equations, static and dynamic analysis, linear and non-linear problems, and computer
programming
Reliability Analysis of Structures : This course introduces probability and statistics, extreme value
distributions, probability of failure, reliability, reliability index, failure modes of structure
Analysis of Soil Behavior by IT : This course deals with elastic-plastic analysis methods to describe soil
behavior. Especially, this course introduces critical state theory applied in an analytical method used
to describe soil behavior and stability analysis method using upper bound and lower bound
theorems. Accordingly, the required elastic-plastic theory and a special model is discussed in this
course and analytical methods using IT are also introduced
Transportation System analysis and Operations : This course provides methodologies on

transportation systems analysis and operations. It covers fundamental theories on transportation
systems, transportation system analysis techniques, and methodologies to manage and operate
transportation systems in efficient and safe ways
Mechanical Design of Civil Robot : This course focuses on design strategy for robotics and
construction IT. Several aspects required in the designing phase (e.g. system analysis, motion model,
and kinematic constraints) are studied. The course further examines these design aspects in the
relation to the robot applications
Intelligent U-Space Transportation Systems : This course provides overview on Intelligent

Transportation Systems including system integration. The use of communication technologies,
processing and modeling to improve the performance of transportation systems will be covered
391
Bioremediation : This course will offer lecture series on microbial physiology and ecology that have
been applied to various bioremediation techniques. This course will also provide an introduction to
state-of-art molecular techniques used in bioremediation research, including qPCR, metagenomics,
and microarray
U-Space System Environmental Biotechnology and Bioenergy : The purpose of this class is to
introduce the student to environmental biotechnology, in particular mediated by microbes. This
course will start with basic microbiology and then cover important topics in the area of
environmental biotechnology including bioenergy production
Urban Planning : Urbanization/Climate Change, Theory/Paradigm (Revitalization/ Shrinking Cities/

Climate Resilient Cities/..), Urban structure, Planning system, Green/Open Space, Land use,
Transport/Mobility, Urban Energy/Smart Cities, Water/Waste, Future of the city, Presentation Case
study
Advanced Transportation System Engineering : Advanced course in transportation system analysis

that covers a wide range of method including transportation economics, safety analysis, optimization,
learning theory, modeling & simulation
Optimal design and machine learning for construction IT : This course focuses on two phases in
construction IT and robotics. Optimal design strategies based on motion model and structural
analysis is introduced in the first phase, followed by sensor technologies and machine learning
methods for robotics and construction IT
Advanced Mechanics of Solids : The course covers stress-strain relations, fundamental theories of
elasticity based on the tensor method, introduction of plasticity and fracture mechanics, shear and
torsion analysis of box sections, introduction of energy theorems and the principle of least work
Advanced Soil Mechanics : This course deals with fundamental characteristics of soil behavior, shear
strength, consolidation theory for drainage-installed soft ground and some field performance of
embankment on soft clay. Several analytical methods of consolidation theories are explained and
their results are discussed. The analytical results are compared with those obtained in the field
measurements
Design of Underground Structures : A team comprised of highly skilled engineers from many
disciplines is required to achieve an economical tunnel, shaft, or udnerground space design that can
be safely constructed while meeting environmental requirements. This course covers design and
construction methods, an understanding of excavation methods, and conditions of underground
space construction essential to good designs of underground structures
Introduction to Civil Robotics : This course is targeted to familiarize graduate students with applied
robotics other than EECS and ME. This course helps students understand general civil robotics issues
and apply robot techniques to civil engineering application area. Specifically the students can
understand fundamental principles of robotics by simulating their application world with robotics
simulation tool
392
Environmental Design for U-Eco Spaces : This course explores the intrinsic characteristics and the
direction of interactions between humans and artificial environment to learn the ways of planning
and designing original and sustainable built environment such as buildings, urban spaces and various
structures by being exposed to the environmental design processes as well as the group design
project
Advanced Wastewater Treatment : This course covers the principles and operation methods to treat
wastewater using microorganisms for the purpose of discharging or to reusing the treated water
without adverse impact. Also, theories on treating or recycling the sludge produced in the treatment
processes are described
Inelastic Analysis of Structures : This course covers creep and shrinkage in RC structures, thermal
effects and analysis of RC structures, limit design and yield line theory, application of fracture
mechanics to concrete structures, and nonlinear analysis by Finite Element Method
Earthquake Engineering : The course covers the mechanism of earthquake occurrence, tectonic plate
theory, engineering characteristics of earthquake, seismic hazard analysis, earthquake ground
motion, response spectra, dynamic responses of structures subjected to earthquake, nonlinear
structural responses, frequency domain analysis, preventive design of structures(buildings, bridges,
and underground structures), soil-structure interaction, probabilistic earthquake risk analysis, and
earthquake mitigation and management
Advanced Soil Dynamics : This course deals with elastic wave propagation(bar, infinite, media, half
space), site investigation using elastic waves, dynamic soil properties, nondestructive test and
evaluation, vibration criteria, monitoring and control, and machine foundations
Structural Pattern Recognition for Statistical Health Monitoring : Structural Health Monitoring (SHM)
is a process chart evaluates and asses the safety and integrity of a structural system based on
measured data This course deals with various structural pattern recognition tools required for SHM
Agricultural Biotech Engineering

Agricultural Science : A knowledge of agricultural systems is important to professionals in earth and
biological science, arts, agriculture and environmental engineering. This is an introductory course in
agricultural plant morphology and physiology, grazing and cropping systems, animal production
systems, integrated pest management, production economics and agricultural systems management.
It also discusses the physical, economic and social constraints to land use and agricultural production,
the processes of land degradation, and the principles of property management planning and
sustainable farming system management
Agricultural Machinery : Machinery is an important component of any farming system, and an

understanding of its specification, operating principles and performance is essential for engineers
involved in agriculture. This course examines the functional requirements of the major groups of
machinery and investigates the engineering principles and subsystems which underlie their
operation. It develops the knowledge and skills necessary to analyse and predict machine
393
performance, and to advise and assist farmers in the choice and efficient operation of a wide range of
machinery. It also includes discussion of energy resources and uses in agriculture and recent research
and developments in precision agriculture. Tractor stability, safety, testing and performance are
investigated, and tillage, planting, spraying and harvesting machinery are described and analyzed.
Methods for the rational selection of the machinery components of a farming system are outlined.
The design of machinery subsystems is described. The thermodynamics of grain drying and controlled
environments are also investigated. The course uses field work with tractors and other machinery to
show how the theory is related to practice
Field Practice : Agricultural and Environmental Engineers require a practical understanding of the
operation of rural industries and the environmental constraints and impacts associated with the
industries. This residential school will provide students with an introduction to natural resource and
production management issues faced by a variety of rural enterprises. In particular, commercial
examples will be presented to highlight the physical, economic and social constraints to rural industry
development, environmental issues associated with the industry development, the processes of land
degradation, and the principles of property management planning and sustainable land management
Agricultural Materials and Post-Harvest Technologies : The handling, grading, storage, packaging and
processing of agricultural produce are all important parts of the agricultural production and
distribution system and frequently involve costs in excess of those associated with simply growing
the crop. A knowledge of, the physiological, physical, thermal, aerodynamic, rheological, electrical
and optical properties of agricultural materials is highly relevant to these areas. Such knowledge may
be used for the purposes of devising techniques for grading, sorting, separation and the design of
packaging to prevent possible product damage. Post harvest treatments against pests and diseases
are considered as well as modified atmosphere storage and controlled atmosphere storage for
extending shelf life. The fundamentals of waste management and life-cycle environmental
assessments and some basic aspects of food processing technology are also considered
Soil Science : A knowledge of soils as a resource in both natural and agricultural ecosystems is
important to science, arts, education and engineering professionals involved in the sustainable
management of biological systems. This introductory course focuses on soils as a medium for plant
growth and investigates the nature and role of the soil chemical and physical properties, clay
mineralogy, and soil biology as limiting factors on soil fertility. It also provides a comprehensive
investigation of the processes of soil formation and the methods of soil description and classification.
Both the physical and chemical processes of soil degradation are investigated and management
practices to prevent, ameliorate and rehabilitate degraded land are discussed
Precision and Smart Technologies in Agriculture : Farmers have long recognized that variability exists
within individual production units. Traditional practices dictate that producers treat the entire area
the same. With the advent of the Global Positioning System (GPS) it is now possible to vary inputs in
accordance with localized conditions. Coupled with the capacity to monitor a variety of parameters,
producers are now able to manage variability and optimize production. This course is designed to
provide students with an introduction to the essential procedures and tools for collecting, organizing,
interpreting and presenting geographically referenced production data
394
Soil and Water Engineering Practice : Agricultural and Environmental Engineers require a practical
understanding of the processes governing soil and water behavior in the environment. This course
provides students with a practical introduction to the factors influencing soil formation and the
techniques associated with the field description and classification of soils. Laboratory classes will be
conducted to enable students to identify major factors influencing soil chemical and physical
properties. Field measurement of important soil/water parameters and processes such as soil
moisture content, infiltration, hydraulic conductivity and aquifer transmissivity will be undertaken.
The course will also build on the hydraulics undertaken in the earlier soil and water practice course
particularly in the areas of varied and unsteady flows
Agricultural Engineering Practice : Agricultural Engineering is a discipline which is strongly oriented to

the practical needs of all involved in agriculture. Students need to understand the practical
application of theories and develop skills in the identification and solution of problems. This course
presents a coordinated set of activities which relate to other Agricultural Engineering courses and will
reinforce and develop an understanding of their content and their application to real world situations
Agricultural Soil Mechanics : Agriculture machinery interacts with soils in a number of ways, and so
the processes of tillage, traction and compaction are of vital interest to engineers involved in
agriculture. This course investigates these processes by developing a detailed understanding of the
response of soils to imposed stresses and their resulting deformations and modes of failure. A
theoretical framework that explains and describes the action of tillage tools, the development of
tractive forces, and the process of soil compaction is established. Methods for accessing and
describing soil structure, and efficient operation of soil engaging tools are discussed and linked to
plant growth and crop yield. The process of soil compaction and the practice of controlled traffic will
also be reviewed
Engineering Properties of Biological Materials : The course covers the principles of physical properties
of biological materials and their relationships with the design of engineering processes dealing with
these biological materials. The major physical and engineering properties (dimensional, thermal,
electromagnetic, ultrasonic, moisture, related properties, rheological/deformation) will be presented
and discussed
Biomechanics for Engineers : Analysis of the mechanics governing and affecting biological and
biomedical systems, from the molecular to the organismal level. Concepts of forces and moments
from static and dynamic situations will be applied to human anatomical system, components, and
biomedical equipment. Considerations of the adaptive response to these forces and biological
materials will be made. Topics to be discussed include: anatomy, anthropometry, bone and muscle
physiology, orthopaedic implants, biomaterials, artificial organs, biomedical equipment and
diagnostic techniques, tissue engineering, molecular motors
Molecular Methods in Biological Engineering : To identify the fundamental aspects of molecular

bioengineering techniques relevant for design in diagnosing, understanding and regulating biological
systems. To apply the principles of molecular methods in a design to sense, study or control a
biological system. To analyze peer-reviewed current research articles in some of the course topic
395
areas. To report on a thorough analysis of a design involving a quantitative molecular application

used in a research, biotechnology or healthcare setting
Tissue Engineering : This course is designated to familiarize current and future researchers with tissue
engineering concepts and current practice. Topics covered include that embryology, stem cell
biology, cell signaling, nutrition, cryobiology, biomaterials synthesis/characterization,
biocompatibility and scaffold design
Food and Bioprocess Engineering : The course covers the application of laws of conservation of mass
and energy to various bioprocesses. The four major preservation methods (evaporation,
refrigeration, freezing, and dehydration) will be presented and discussed, along with membrane
filtration
Biologocal Reactor Systems Design : Microbial and biochemical principles used in design of biological
reactors for biotransformation; metabolic output and cellular production; design of batch and
continuous flow reactors utilizing microbial kinetic models; attached and suspended growth systems
and eukaryotic and prokaryotic cells
Transport Phenomena in Biological Engineering : Mass balances with consideration of chemical and
biological reaction kinetics: energy balance and principles of conduction, convection, and radiation
including 3-D diffusion, transient heat transfer, and convection analysis: energy transfer in
engineering design and analysis: principle of mass transfer
Natural Resource Engineering : Engineering analysis and design of natural resource control systems,
including open channels, vegetated waterways, terraces, water control structures, spillways,
reservoirs, flood control, surface water quality, and wetlands
Advanced Aquacultural Engineering : Engineering principles applied to aquacultural systems; water

chemistry; fluid mechanics; aquacultural pumping plants; fish pond design; recirculating aquacultural
systems; water filtration; disinfection; aeration and degassing; instrumentation in aquacultural
systems; biological, ecological and environmental aspects of aquacultural engineering design
Advanced Biofuel Production from Renewable Resources : The course covers the principles of biofuel
production using different technologies. Fundamental concepts are used to design different
engineering processes required for production of bioethanol, biodiesel, bio-oil, and other biobased
products
Energy Conservation and Renewable Energy Engineering : To familiarize students with the needs,
types, sources of energy. To help students understand the concepts of energy conservation and
related calculations through problems, lab experiments, and a term project. To educate students on
various renewable energy alternatives
Food Nanotechnology : The impact of nanotechnology on the food sector is expected to be

tremendous - better quality and safer foods with enhanced nutritional and health benefits are
envisioned and advocated by researchers and industry experts. The first wave of nanotech
applications in foods has focused on enhanced uptake and bioavailability of bioactives
396
397
G. List of Contacts
Trip
Name Position Institution Email address
Contacted
First/Second/
KIPSANG, psecretary@m
Principal Secretary MOEST Third/Compl.
Belio oest.go.ke
/Fourth
Senior Deputy Director, First/Second/
AREBA, areba_1956@y
Directorate of Higher MOEST Third/Compl.
Nyagate ahoo.com
Education /Fourth
Assistance Director of Second/Third
ARINA, archerarina@y
Education, Directorate of MOEST /Compl./Four
Archer ahoo.com
Higher Education th
Senior Deputy Director,
MWAKISHA, fewamwa@gm
Directorate of Higher MOEST First
Fenny ail.com
Education
Assistance Director of
MUGOIRI, ronniemugoiri
Education, Directorate of MOEST First
Ronnie @yahoo.com
Higher Education
OMBAKHO, Director, Director of gombakho@g
MOEST First
George A. Research Management mail.com
MUTISO, National
Principal Secretary First
Charles Treasury
Director General, Public
Debt, Management
KINANJUI, National njasu@treasur
Office/ Director, Fourth
Jackson N. Treasury y.go.ke
Resource Mobilization
Department
KIIMEU, Officer in charge of Asia- National dnkiineu@trea
Fourth
Dorothy N. Pacific Region Treasury sury.go.ke
KANAGI, Chief Economist, Head of National mkkanagi@tre
Third
Moses K. UN Agencies Division Treasury asury.go.ke
MUTISO,
Chairman KOTDA Fourth
Reuben
jtanui@konzac Third/Compl.
TANUI, John Chief Executive Officer KOTDA
ity.go.ke /Fourth
ADOLWA, Director, Infrastructure patadolwa@ko Compl./Fourt
KOTDA
Patrick Development nzacity.go.ke h
MUSYIMI, Project Manager amusyimi@ko
KOTDA Compl.
Annah (Architect) nzacity.go.ke
398
KORONGO, ikorongo@kon
ICT Specialist KOTDA Compl.
Ian zacity.go.ke
MATIANGI, fmatiangi@ict.
Cabinet Secretary MIC Compl.
Fred go.ke
TIAMPATI,
Principal Secretary MIC Fourth
Joseph
GITAU,
Secretary MIC NA Third
Katherine
nick@awiti.me
AWITI, .ke,
ICT Officer MIC Third
Nicholas Y. nawiti@inform
ation.go.ke
MUNYWOKI, Amunyowki75
Senior Economist MIC Second
Augusta @gmail.com
jkmunguti@in
dustrialization.
MUNGUTI, Senior Assistant Director
MIED go.ke, Third
John K. of Industries
johnkmunguti
@yahoo.com
jkiplagat@ind
KIPLAGAT, Director, Industrial
MIED ustrialization.g Compl.
Joseph Information & Research
o.ke
chairman@cue
THAIRU, .or.ke,
Commission Chairman CUE Third
Henry M. hmthairu@gm
ail.com
SOME, David CEO CUE ceo@cue.or.ke Compl.
MUSUNI, registrar@ebk.
CEO, Registrar EBK Compl.
Nicholas or.ke
County Executive
NDIRANGU,
Committee Member. County Gov of endirangu@ce
Esther Third
Education, Culture and Kiambu c.kiambu.go.ke
Wanjiru
Social Services
ngovikitau@ke
KITAU, Kenya
Former Ambassador nya- Second
Ngovi Embassy
embassy.or.kr
Embassy of the
Minister Counselor and kijunyou@gm
YOU, Ki-Jun Republic of Third
Deputy Head of Mission ail.com
Korea
399
MWIRIGI, gilbert.mwirigi
Senior ICT Officer ICTA First/Third
Gilbert B.K. @kenya.go.ke
KIULA, bmkiula@aa.jk
ICT Director JKUAT Third
Mwirigi uat.ac.ke
mkrugutt@nac
RUGUTT, Acting Commission osti.go.ke,
NACOSTI First
Moses K. Secretary mkrugutt@gm
ail.com
KISORYO, Research Scientist, agnes_kisoryo
KIRDI First
Agnes Textile Division @kirdi.go.ke
MOUTURI, CEO/Secretary to the dir@kirdi.go.k
KIRDI Second
M. Charles Board e
CHELULE, kichelule@kir
Deputy Director KIRDI Second
Kenneth di.go.ke
KABERIA,
Vice Chancellor MMU NA Second
Festus
MAYAKA, Professor, School of abnmayaka@ First/Second/
MMU
Abel Engineering mmu.ac.ke Third/Compl.
Deputy Vice Chancellor,
MARANGA, rmaranga@m
Administration, Finance MMU First
Rosebella mu.ac.ke
and Planning
MOKODIR, mokodirp@m
Lecturer, CIT MMU First
Patrick mu.ac.ke
WALUBENG Dean, Faculty of jwalubengo@
MMU First
O, John Computing and IT mmu.ac.ke
Associate Professor and
MAK'OCHIE mmackochieng
Dea, Faculty of Media MMU First
NG, Murej @mmu.ac.ke
and Communication
Depty Vice Chancellor,
MBATIA, pmbatia@mm
Academic Affairs, MMU First
Paul N. u.ac.ke
Research and Innovation
Social Safeguard
yunae.yi@une First/Second/
YI, Yunae Advisor, Office for UNDP
p.org Third
Operation
Project Officer, Inclusive
SONG, hyunyoung.son
Economic Growth & UNEP First/Third
Hyunyoung g@undp.org
Social Development Unit
400
Associate Investigator,
KWON, Investigations Division, UN Office at jiyoung.kwon
First/Third
Jiyoung Office of Internal Nairobi @unon.org
Oversight
Project Manager, Youth
kim.juyoung@
KIM, Juyoung and Livelihoods, Urban UNHABITAT First
unhabitat.org
Economy Branch
george.obiero
Director, Center for
OBIERO, @uonbi.ac.ke,
Biotechnology and UoN Third
Geroge obieroo@gmai
Bioinformatics
l.com
OKELO- Director and Associate
wokelo@uonbi
ODONGO, W. Professor, Computer UoN Third
.ac.ke
O. Science
MULAA, Professor, Biochemistry mulaafj@uonb
UoN Second/Third
Francis J. and Biotechnology i.ac.ke
bulimow@gm
Associate Professor,
BULIMO, ail.com,
Department of UoN Third
Wallace D wallace.bulimo
Biochemistry
@uonbi.ac.ke
Senior Faculty Member,
OPIYO
School of Computing & opiyo@uonbi.a
OMULO, UoN Third
Informatics. Coordinator c.ke
Elisha T.
of Self Study Center
BHATTACH IBM Distinguished kamal@ke.ibm

IBM Africa Second
ARYA, Kamal Engineer, Vice President .com
IMBUGA, vc@apd.jkuat.
Vice Chancellor JKUAT Compl.
Mabel ac.ke
NGUMI, dvc@apd.jkuat
Deputy Vice Chancellor JKUAT Compl.
Victoria .ac.ke
Acting Principal, College

MULATI, dmulati@fsc.jk
of Pure & Applied JKUAT Compl.
David uat.ac.ke
Sciences
Principal, College of
Ikua_bw@eng.
IKUA, B.W. Engineering & JKUAT Compl.
jkuat.ac.ke
Technology
401
NYENDE, Director, Institute of abnyende@hot

JKUAT Compl.
Aggrey Biotechnology Research mai.com
MBURU, Dean, Faculty of dmburu@gmai

JKUAT Compl.
David Agriculture l.com
KIULA, bmkiula@aa.jk
ICT Director JKUAT Compl.
Mwirigi uat.ac.ke
NJENGA, Strathmore gnjenga@strat

Deputy Vice Chancellor Second
George University hmore.edu
iBizAfrica,
CHIIRA, bchiira@strath
Incubation Manager Strathmore Second
Bernard more.edu
University
US Army berhane.assefa
ASSEFA,
Deputy Director Medical @usamru- Third
Berhane
Research Unit k.org
HANSEN, CFO, Medical Research hansenjk@stat First/Second/
US Embassy
Jayme Kresten Unit e.gov Third
402
403
H. Trip Questionnaires
 Third Trip Questionnaire (Prepared by KAIST Team)
Identity
Update on CUE consultation on the following points
1 Detailed legal/administrative procedure to set up a special degree-awarding institute
2 Any backup plan on the part of MOEST/PIT if those procedures are hard to follow
3 Time line for establishing a new public university (a special institute in our case)
Initial Programs
More inputs from PIT about the six core programs - mechanical engineering,
1 electrical/electronic engineering, ICT engineering, civil engineering, chemican
engineering, and agricultural engineering/biotech (especially regarding sub-fields or
areas of concentration for each program)
2 Number of graduates for those programs generated by other top universities in
Kenya (UoN, JKUAT, Moi, etc.)
3 Number of students going abroad for advanced degrees (desirably by field)
4 Wages or salaries of enginners, technicians, and artisans (desirably by industry or
sector) (rough estimates would still be fine)
Industrial demands for engineers with advanced degrees for each industrial sector (if
5 quantitative estimates are hard to come by, qualitative assessments would still be
valuable)
Governance
Update from CUE consultation about the plausibility of modifying the governance
1 structure to suit the need of a new institute and alternative options to guarantee
institutional independence and autonomy if such modification is not allowed
Site Location
1 Proper contact person for the architectural sub-team of the F/S Team
2 See also the attached construction-specific questionnaire from SAMOO.
Funding Model
The government funding formula for a public university (i.e., if Kenya KAIST is to
1 be established initially as a small graduate-only institute of about 200 students, 30
faculty members, 15 staff members including technicians, what would be the rough
size of government funding support?)
2 Average size of government scholarship for master's and doctoral students in S&T
(or in general)
3 Research funding in S&T (average size of funding per faculty)
404
4 Average salaries of faculty in S&T of major universities of Kenya

5 Average salaries of university staff
6 Average cost of housing for faculty/staff (in Nairobi)
Current priorities of the National Treasury in terms of government funding
7
distribution
8 Prospects for securing industrial funding for the new institute
Industrial-Academic Collaboration
1 Government programs to support the research and collaboration among academia,
R&D institutes, and industry (title/content/budget if possible)
2 Start-up programs run or supported by the government (title/content/budget if
possible)
3 Status of the startups created by Kenyans in the past two years (industrial
classification, size of investment capital, & the number of employees)
4 Employment support programs to improve the rate of employment
5 Graduate employment rates by university & field of employment (at least major
universities)
Updated status of industrial-academic collaboration with global companies (e.g., LG,
6
Samsung Electronics, IBM-Africa, etc.)
7 Updated status of joint R&D projects between industries and universities
8 Current situation of the field training internships, re-training for entrepreneurs &
training program for faculty
Any organized or official effort to reflect industry trends or needs in the university
9
curriculum
10 Technology transfer activities (patents, licensing of core technologies) in top

universities
405
 Third Trip Questionnaire (Prepared by SAMOO)
Field No. Item \Requested Information
National Plan
1) KONZA CITY's Development Plan
A-1 & 2) Consideration of Other Plans
Upper Plan
1) Campus Master Plan (Now & Future)
2) District Plan & Basic Plan
3) Map of land use plan or zoning
A-2 Campus Planning 4) Transportation Plan
5) Other guidelines for planning
6) Infrastructure Information
1) Regional map & site map
2) Aerial photo
Architecture 3) Land ownership and land book
A-3 Site information 4) Topographical map
5) Availability of site survey reports and soil investigation
6) Seismic information
Regulations
1) Local permit process & method (Building permit)
A-4 and 2) Environmental Impact criteria and standards
standards
1) Preferred system
Energy Saving 2) Reference Building( Recent )
A-5 3) Kenya's Guideline for ECO planning
System
4) Availability of green building certification system
1) Building Code & Laboratory safety Code

2) Fire/Life Safety Code
3) Code for Disabled
Building Code &
A-6 4) Max/Min Height of building
Regulation 5) Floor area ratio & Building coverage Ratio / calculation method
6) Parking and vehicular code
7) Standards for toilet
1) Weather / Temperature condition per year
A-7 Environmental 2) Sun angle (Summer Solstice & Winter Solstice)
3) Amount of rainfall data per month / year
Current 1) Campus and Facility Area (㎡)

Building (Main building, Library, Educational & Research facility, Dormitory,
A-8
Information Gymnasium, Service building, Conference building etc)
(detail) 2) Floor Plans & Section (All facility)
1) Construction Cost of the campus building

A-9 Cost (Main building, Library, Educational & Research facility, Dormitory,
Gymnasium, Service building, Conference building etc)
1) User's Requirement (detail)

A-10 Etc. 2) Needed Building
3) Required Floor Area per student (Kenya legal standards)
1) Applicable Codes and standards

Structure AS-1 General 2) Guidelines for dead load, live load, wind load and seismic force
Topographical
AC-1 1) Topographical survey drawings of site and the surrounding area
Survey
1) Underground facilities related data for site and surrounding area of site
Civil - Sewage pipe lines drawing
Underground
AC-2 - Storm water pipe lines drawing
Facilities - Water-supply pipe lines drawing
- Gas pipe lines drawing
407
Geotechnical 1) Geotechnical investigation data report for site and surrounding area of site
AC-3
Investigation Data (Report, drilling log, etc.)
1) Local materials standard and unit cost by materials in Kenya
- Type and size of sewage pipe (ex, centrifugal reinforced concrete pipe, etc.)
- Type and size of storm water pipe (ex, centrifugal reinforced concrete pipe,
etc.)
- Type and size of water-supply pipe (ex, ductile cast iron pipe, etc.)
Local Materials
- Type of pavement (ex, asphalt, I.L.B, etc.)
AC-4 Standard and Unit - Size of H-beam (ex. 305x305x118, etc.)
Cost - Size of Sheet Pile (ex, 400x170x15.5, etc.)
- Diameter and strength of reinforcement (ex, D10, D13, H32, etc.)
- Strength of concrete (ex, 24MPa, 30MPa, etc.)
- Size of precast concrete pile (ex, D400, D450, 400x400, etc)
- Size of bored pile (ex, D800, D1000, D1200, etc.)
1) Design criteria for sewage pipe (ex, calculation criteria of sewage volume,
sewage generation amount by building use, etc.)
2) Design criteria for storm water pipe (ex, rainfall intensity, coefficient of
runoff, etc.)
Local Design
AC-5 3) Design criteria for water-supply pipe
Criteria 4) Design criteria for pavement
5) Design criteria for excavation (ex, temporary retaining wall, lateral
support(strut, anchor) etc.)
6) Design criteria for pile foundation design
1) Water supply plan and sewage treatment required area & methodology
Water supply 2) Current status and future predictions of water supply, sewage system (data
AC-6
and sewage system information required)
3) Chemical wastewater disposal system
408
1) Code and standards for Electrical and Communication.

2) Regulation of Local Power and Communication company and each name of
company.
General
3) Reference Document and Drawing of similar project.
AE-1 (Electrical 4) The voltage grade in Kenya
/communication) 5) Other requirements from university.
6) Special conditions applied to this project.
7) Vendor list of each equipment for local and global.
1) Incoming method and capacity considering site condition.
AE-2 Electrical 2) Illuminance level including emergecy lighting.
Electrical/ 1) Condition of voice, data, cable and satellite TV facility.
Communication 2) Incoming method and capacity considering site condition.
AE-3 Communication 3) Local type of equipment ;
(Access control, CCTV, PA, AV, Clock, LAN)
1) Electrical power supply plan
AE-4 Energy Supply 2) Other power supply plan
1) Ability of operation and maintenance
2) Design criteria, estimated load calculation and recommended local load
Others
3) Importing method of each equipment
AE--5 (Electrical 4) Other requirements from university
/communication) 5) Special conditions applied to this project
6) Vendor list of each equipment for local and global
1) Codes and Standards
- KOREAN CODE, ASHREA, SMACNA, National Plumbing Code
Above Code applies, that there are no problems when designing?
2) Local code of HVAC design
Mechanical AM-1 Design Guideline - Energy-related laws and regulations
- HVAC-related laws and regulations
- Water supply and drainage -related laws and regulations
- Eco-friendly laws and regulations
- Other mechanical facility related laws
409
3) Local design criteria

- Summer Inside temperature (℃) -humidity (%)
- Winter Indoor temperature (℃) -humidity (%)
- Local design outdoor temperature, humidity (summer, winter)
- Maximum hourly rainfall of site
(for calculating rain water drainage pipe diameter)
4) Plumbing Design Guideline
- Temperature of domestic hot water supply (℃)
1) Town Gas
- Gas supply available
- Kind (LNG or LPG)
- Supply gas pressure (mmAq)
- Utility charge (monthly)
2) District Heating and Cooling

Availability of district heating and cooling supply
- Cooling supply & Heating supply
AM-2 Infrastructure - Supply pressure (bar) & Supply temperature (℃)
3) Public water supplies

- Water supply / not supply
- Supply pressure (kg/㎠)
4) Underground Water
- Development possibility
- Water quality (Drinking Water suitability)
410
5) Sewage
- Septic tank capacity & specifications data for existing building
- Septic tank-related laws and regulations
- Method of septic tank
- Chemical wastewater disposal system
Cooling Heat 1) Plan Summary
AM-3 2) Main equipment
source
Heating Heat 1) Plan Summary
AM-4 2) Main equipment
source
1) Ground coupled heat pump example
New Renewable 2) Solar domestic hot water example
AM-5 3) Photovoltaic power generation example
Energy
4) Fuel cell example
1) Air conditioning and heating equipment
Heating,
2) Pipe Material
AM-6 Ventilation, Air 3) Ventilation equipment
Conditioning 4) Duct lagging materials
Mechanical
1) Capacity of water storage tank
2) Water supply and hot water supply piping materials
3) Water supply and hot water supply piping lagging materials
AM-7 Plumbing 4) Pipe connections (no hub joint or welding)
5) Soil, drain waste system (Soil, drain unit or soil, drain divide)
6) Soil, drain materials
7) Vent pipe materials
1) Boiler fuel (Gas or diesel systems)
AM-8 Fuel-related 2) Kitchen fuel (Gas or electrical systems)
1) Required kind of utilities and utility gas (Vacuum, O2, Compressed Air,
AM-9 utility pipe line etc)
AM-
etc. 1) Other mechanical facility related owner requirements
10
411
 Complementary Trip Questionnaire (Prepared by KAIST Team)
Ministry of Education, Science and Technology

Questions on Student Support & Job Prospects
Most recent data on the number of graduates for 6 core programs (mechanical
engineering, electrical/electronic engineering, ICT engineering, chemical engineering,
1
civil engineering, agricultural biotech) produced annually by the top 4 public Kenyan
universities - U of Nairobi, Moi, Kenyatta, JKUAT)
Number of students going abroad for advanced degrees (desirably by field) in those
2
four Kenyan universities
Average or typical size of government scholarship for S&T graduate students in those
3
four universities
Graduate employment rates by university & field of employment of those four
4
universities
5 Mean or typical wages/salaries of S&T graduate students in those four universities
Questions on Faculty & Staff
6 Average salaries of faculty of those four universities
Research funding in S&T (average or typical amount of funding per faculty) of those
7
four universities
8 Average salaries of university staff of those four universities
9 Average cost of housing for faculty/staff in Nairobi
Questions on Industrial-Academic Collaboration
Government programs to support the research and collaboration among academia,
10
R&D institutes, and industry (title/content/budget)
11 Start-up programs run or supported by the government (title/content/budget)
Status of the startups created by Kenyans in the past two years (industrial classification,
12
size of investment capital, & the number of employees)
13 Employment support programs to improve the rate of employment
14 Updated status of industrial-academic collaboration with global companies
15 Updated status of joint R&D projects between industries and universities
Current situation of the field training internships, re-training for entrepreneurs &
16
training program for faculty
Any organized or official effort to reflect industry trends or needs in the university
17
curriculum
Technology transfer activities (patents, licensing of core technologies) in the
18
aforementioned four universities
Commission for Higher Education

1 Precise nature of the "mentoring university" as per Universities Act 2012 section 20(1)
Extent of institutional autonomy for Kenya KAIST allowable in the current university
2 system, especially with regard to the formation of the governing board and the day-to-
day management of the institute
3 Alternative options if the proposed "fast-tracking" plan does not go well
4 Timeline for establishing a special institute through fast-track
Ministry of Devolution and Planning

1 Current and near-term priorities of GoK
2 Progress in flagship projects of Kenya Vision 2030
3 Stability of major national projects across government turnovers
National Treasury
1 The government funding formula for a public university
2 Average size of government scholarship for master's and doctoral students in S&T (or
in general)
3 Current and near-term priorities in government budget allocation
4 Size of the matching fund for Kenya KAIST (given the estimated operating costs
attached to this questionnaire)
Kenya Association of Manufacturers (KAM)

The most competitive and the least competitive industries in the Kenyan manufacturing
1
sector
2 KAM's assessment of industries most critical to Kenya's economic growth
Average or typical size of wages of engineers, technicians, and craftsmen in the
3
manufacturing sector
Industries currently suffering a shortage of skilled workforce supply and the types of
4
skilled workforce in short supply
5 Current status and future prospects of import substitution industries
Problems or difficulties in import substitution industrialization and localization of
6
technologies
Engineers Board of Kenya (EBK)

The most competitive and the least competitive industries in the Kenyan manufacturing
1
sector
2 EBK's assessment of industries most critical to Kenya's economic growth
Average or typical size of wages of engineers, technicians, and craftsmen in the
3
manufacturing sector
EBK's assessment of the most promising industrial areas and the technologies needed
4
to promote them
413
Industries currently suffering a shortage of supply of "engineers" and those expected to

5
have the supply problem in twenty years
EBK's assessment of the level of skill and expertise of engineering graduates of
6
Kenyan universities
EBK's view of the factors underlying generally poor/insufficient S&T education in
7
Kenyan universities and suggestions to improve it
Jomo Kenyatta University of Agriculture & Technology (JKUAT)

1 Departments or fields that top-tier students prefer
2 Reasons for low popularity of S&T majors
Types of employment of JKUAT graduates of S&T (engineers, technologists,
3
technicians, or craftsmen)
Average wages of S&T graduates in comparison to those of graduates from
4
medical/law/management schools
5 Ratio of undergraduate students proceeding to graduate programs in S&T
6 Suggestions for improving S&T education & research in Kenya
7 Key factors for the successful introduction and development of Kenya KAIST
8 Policy for equipment & facility purchase and maintenance
9 Funding structure of the university and the breakdown of funding sources
10 Short-term and long-term plan for research and education in S&T fields
Data/Info Needed for Economic Feasibility Analysis

1 Annual Salary table for public university faculty/staff
(National Treasury or MOEST)
2 Retirement packages (e.g., pensions) for public university faculty/staff (National
Treasury or MOEST)
3 Input-Output table (National Treasury)
4 Industry classifications/size/# of companies
5 Venture companies - average size, average # of employees
6 Mean wages for FTE employees
7 Amount of R&D investment (national and foreign)
8 % of R&D spending in each industry
414
415
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Disclaimer
This document has been supported by the EDCF and conducted by the KAIST-
SAMOO Consortium.

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2015 Kenya

38 Eunhaeng-ro, Yeongdeungpo-gu, Seoul 150-996, Korea

Flagship Projects ........................................................................................................... 66

Analysis of Industrial Needs ....................................................................................... 113

Strategies for ICT-Centered University-Industry Cooperation between Kenya and

PART I: Direct Project Cost ................................................................................................. 228

F. Curriculum (Courses) .................................................................................................................. 362

Table 47: Role of Academic Research in Different Industries ............................................................ 153

Figure 49: Campus Zoning .................................................................................................................. 196

KIRDI Kenya Industrial Research and Development Institute

Environmental & Social Impacts

Chapter 1. Feasibility Study (F/S) Overview

 The objectives of the New Institute project are:

Project Rationales and Expected Outcomes

 If launched successfully, the New Institute will become an educational institute of

Table 1: Total Project Cost Summary

 Building a new higher educational institution requires substantial long-term commitment

Table 2: Project Risks

Risk 1: Financial uncertainty

o The New Institute Project is a large-scale operation requiring huge financial

Risk 2: Difficulty in recruiting high-quality students and faculty

Risk 3: Sociopolitical instability

Risk 4: Delay in the Konza Techno City Project

Risk 5: Level of support from the Korean side

understanding of current infrastructure and operation of universities in Kenya,

Chapter 2. Project Context

Geography and Demography

Figure 2: Map of Kenya and Its 47 Counties

Source: UN Department of Economic and Social Affairs (2014)

Figure 4: Kenya's Presidents

Central and Local Governments

Natural resources and environmental conservation

Source: World Bank (2015)

Table 3: Major Economic Indicators of Kenya

Indicator Unit 2011 2012 2013 2014

GDP Per capita (Constant): (Ksh) 83297.9 84721.2 87105.4 89240.5

Trade balance (Ksh Mn) -788,145.3 -856,740.0 -911,029.2 -1,081,085.3

Money Supply (M3) (Ksh Mn) 1,514,152.0 1,727,686.0 1,957,492.2 2,329,980.0

Total domestic credit (Ksh Mn) 1,532,051.0 1,767,756.8 2,007,162.8 2,137,173.0

Balance of payments (current (Ksh Mn) -340,178.7 -359,676.7 -411,741.2 -536,083.2

Construction output (Ksh Mn) 436,724.0 513,386.4 581,537.6 687,537.3

Petroleum consumption ('000 tons) 3,857.9 3,638.0 3,707.9 3,937.9

Source: USAID (2012)

Source: KNBS, Leading Economic Indicators (2015)

Table 4: Percentage Contribution of Industrial Activity to GDP in Kenya

Industry 2010 2011 2012 2013

Health and social work 2.5 2.4 2.4 1.9

Private households with employed persons 0.4 0.4 0.4 0.4

Table 5: Imports by Principal Commodity in Kenya

Import 2010 2011 2012 2013

Table 6: Key Crop Production in Kenya

Commodity (‘000 Tons) % Change % Change

Tea 369.4 432.4 445.1 17.1 2.9

Table 7: Wage Employment by Industry (2010~2013)

Wage Employment by Industry 2010 2011 2012 2013

Mining and quarrying 8.5 8.7 9.0 9.4

Table 8: Selected Indicators on Education

Indicators 2012 2013 % Change

No. of Primary Schools 29,161 30,122 3.3

No. of Secondary Schools 8,197 8,848 7.9

No. of Public Universities 8 22 175.0

No. of Private Universities 27 30 11.1

No. of TIVET Institutions 701 748 6.7

Total Enrolment in Primary Schools 10,000,000 10.2 2.0