Potato processing in Nairobi, Kenya: current status and potential for further development

A market survey identified potato products and characterized the potato processing industry in Nairobi. Potato products produced and sold locally include chips, crisps, #bhajia#, #chevra#, and some frozen French fries. Chips (USA, French fries) and bhajia are fresh potato products cooked and sold immediately where made; their production involves very little mechanization. Crisps (USA, chips) processing, on the other hand, is a 6-step process and this product is marketed in supermarkets and kiosks. The market for chips is broad, but the need is currently met by lowtechnology vendors as opposed to industrial producers. Crisps appeal more to high income groups, with about 1% of the annual national potato production going to make crisps in Nairobi. Frying oil and fresh potato constitute the most expensive processing components followed by labor, energy, equipment, and packaging. Processors of both chips and crisps preferred a particular potato type, although crisp processors were very specific about the qualities necessary for a high quality product. The major constraint identified by processors was the low quality of fresh potatoes. Other problems included the high capital investment required to purchase modern equipment, constant power failures, and water shortages that result in high losses. Nonetheless, the crisps and chips industry is an expanding market with unrealized potential. (Résumé d'auteur

Curricula for economic and social gain

Discusses ways of forming curriculum to promote employability and citizenship, without compromising academic values. Economic success is an aim of governments around the world. Their ‘human capital’ stance towards higher education implies the need to develop graduates’ capabilities to the full. The concept of graduate ‘employability’, currently being developed in the light of theory and empirical data, is beginning to find acceptance in the UK. One of the keys to its acceptability in higher education has been the alignment of employability with good learning – that is, learning that is manifested in complex outcomes. However, the achievement of complex outcomes requires a programme-level focus, rather than a focus on individual study units. This article reports on the way such a programme-level approach was adopted in four different universities in the UK, and how relatively small-scale actions have the potential to augment students’ employability. The implications for policy at the levels of the system, the higher education institution and the academic department are discussed