By Shueb Suleiman Issak

Education is a right every Kenyan is promised under the Constitution. Yet for the youth of Northern Kenya, particularly in Mandera County at the farthest edge of the northern frontier, that promise often feels like a distant dream.

Recently, former Deputy President Rigathi Gachagua ignited national debate over disparities in primary and secondary education, arguing that northern students should not be admitted to schools in Central Kenya due to their poor academic performance and the region’s lack of national schools – a situation he attributes to northern leaders failing to invest public funds locally.

Although largely flawed and politically charged, this argument has stirred northern communities, especially young people, and awakened them to the urgent need for development in their homeland.

I wish to draw attention to an even more pressing concern. Despite consistently producing students who qualify for higher learning each year, Mandera remains one of the few counties in Kenya without a public university.

Aspiring undergraduates and postgraduates are forced to travel hundreds of kilometres to Garissa, Thika, or Nairobi every year, confronting immense financial, logistical, and emotional challenges. These challenges not only dampen ambition and limit potential but also risk losing a generation of gifted individuals before they have the opportunity to contribute meaningfully to their communities and the nation.

Mandera has one of the youngest populations in the country, with more than half of residents under the age of 20. Policymakers call this a demographic dividend. In reality, without local higher education infrastructure, it is a demographic risk.

A young population without pathways to skills, professions, and purpose is not an asset; it is a pressure point waiting to rupture.

Mandera sits at the intersection of Kenya, Ethiopia, and Somalia. Although geographically distant from the country’s major cities, it occupies a position of strategic importance.

With deliberate investment, the county could serve as a hub for education, innovation, and cross-border collaboration. However, access to university education remains limited, restricting opportunities and constraining regional growth.

Establishing a public university in Mandera would do more than confer degrees. It would transform lives, strengthen communities, and contribute to the social and economic development of the wider Horn of Africa.

Since the advent of devolution, Mandera has made impressive progress in post-secondary education. The county is now home to Mandera Teachers Training College, Mandera Technical Training Institute, a Kenya Medical Training College campus, and several polytechnics.

Through collaborations with other Kenyan universities, one or two private institutions also operate and offer certificates, diplomas, and select degree programmes. While these institutions play an important role, they cannot provide comprehensive training in critical fields such as engineering, medicine and surgery, and advanced scientific disciplines.

The Constitution of Kenya guarantees education as a basic right and obliges the State to progressively make it accessible to all citizens. Establishing a public university in Mandera would advance this mandate and align with Kenya Vision 2030 and the Universities Act, 2012, both of which champion equitable access to higher education and a balanced geographical distribution of universities as essential pillars of national cohesion and development.

Yet in 2026, more than six decades after independence, Mandera remains without a public university, limiting the prospects of its young people and weakening their ability to contribute fully to national development.

Students seeking undergraduate or postgraduate education must travel long distances, incurring heavy financial burdens in challenging economic times. Many do not return even after completing their studies. This results in the migration of talent, weakening local capacity and slowing regional development.

A public university in Mandera would help reverse this trend by bringing higher education within reach. It would open pathways to degrees in engineering, medicine, agriculture, public health, environmental science, education, and peace studies without the barriers of distance or cost.

Studying locally would reduce financial and logistical burdens, boost completion rates, and ensure that graduates can immediately apply their skills to urgent community needs, from strengthening rural healthcare to enhancing climate resilience.

A university would also serve public servants and working professionals wishing to upgrade their skills. It would provide evening and weekend programmes that enable meaningful interaction with lecturers and peers.

It could also offer affordable, nationally and globally recognised short courses that support professional development, reducing the need for residents to make costly travel to Nairobi and other urban centres, as is currently the norm.

Some policy makers may argue that the recently established Open University of Kenya or other distance-learning programmes can fill Mandera’s higher education gap. While these platforms exist and have the potential to expand access, they cannot replace the benefits of a physical institution.

Many struggle with limited internet, unreliable electricity, and other obstacles that hinder effective learning. Moreover, digital-only programmes cannot provide the practical, hands-on training required in disciplines such as engineering, medicine, or agriculture, nor can they generate the local economic and social benefits of a resident university.

Kenya has successfully used public universities to catalyse regional development in historically marginalised areas. Institutions such as Turkana University College, Taita Taveta University and Garissa University demonstrate how higher education can anchor local economies, retain talent, and stimulate innovation in regions once considered too remote to sustain such institutions.

A public university in Mandera need not be established straightaway as a fully-fledged institution. It could begin as a constituent college of an existing public university, with phased development and priority faculties aligned to regional needs.

Initial capital investment could be moderated through the use of existing county land and infrastructure, with gradual expansion aligned to enrolment growth and national funding cycles. This approach would ensure quality, fiscal prudence, and long-term sustainability.

Universities are engines of economic growth. A public university in Mandera would create employment for academic and non-academic staff, stimulate demand for housing and transportation services, and support the growth of local businesses.

Over time, it could become a research hub focused on arid and semi-arid lands, climate change adaptation, sustainable livestock management, and cross border trade systems, producing knowledge with both local relevance and global application.

Mandera’s location gives it regional significance. A public university could attract students from across the Horn of Africa, fostering cultural exchange and mutual understanding. Programmes in peacebuilding, conflict resolution, and regional development would equip graduates to address cross-border challenges and contribute to long-term stability in a historically marginalised region.

The benefits would extend beyond education. Retaining young talent strengthens local leadership, civic engagement, and entrepreneurship. Adult education and professional training programmes would become accessible, broadening the university’s reach and uplifting the wider community.

As is the case with all major developments, there are concerns about the financial sustainability of establishing new universities in Kenya. These concerns are valid. However, with phased development, strategic partnerships, and targeted national investment, establishing a public university in Mandera is both feasible and prudent.

Prioritising higher education in underserved regions is not only a matter of equity but also a strategic investment in the nation’s human capital.

The question, therefore, is not whether Mandera can have or sustain a university. It is whether Kenya is prepared and willing to invest in opportunity, talent, and the future of its northeastern frontier.

A public university in Mandera is not just a pipe dream. It is an urgent necessity. It is an opportunity to redefine the future of a region long overlooked and to empower generations to come.

The Ministry of Education, the Commission for University Education, and the National Treasury, in collaboration with the County Government of Mandera and other stakeholders, should within the next medium-term planning cycle approve the establishment of a public university constituent college in Mandera County, with a clear roadmap towards full university status. The future of Mandera – and its youth – cannot wait.

___________________________________

The views and opinions expressed in this article are solely those of the author and do not necessarily reflect the editorial position of Wajir Today. The article is intended to contribute to public debate and inclusive discourse. Any reference to individuals or events are made in good faith and in the public interest. 

To contribute articles  to Wajir Today send your opinion ideas to newsroom@wajirtoday.co.ke