Journal of Sustainability, Environment and Peace <p><em>Journal Of Sustainability, Environment and Peace</em> (JSEP) is an international, scholarly, trans-disciplinary, peer-reviewed and open access journal of sustainability of humans in the context of the environment, economics, society, governance, culture and peace (e-ISSN: 2663-4627, and &nbsp;CODEN: being processed). &nbsp;<em>JSEP</em> provides a platform for research communication of original, innovative works and reviews aimed at sustainability and sustainable development. It is published quarterly online by <a href="" target="_blank" rel="noopener">Wangari Maathai Institute for Peace and Environmental Studies</a>. Several professions in Africa and beyond are being contacted to be affiliated with <em>JSEP</em> and their members will receive discounts on the article processing charge.</p> <p>&nbsp;</p> <p>&nbsp;</p> Wangari Maathai Institute for Peace and Environmental Studies, University of Nairobi en-US Journal of Sustainability, Environment and Peace 2663-4627 <p>This journal is licensed under the Creative Commons CC-BY 4.0 license (Attribution). Readers can use, re-use, distribute or copy material published in this journal as long as they give appropriate credit. No special permission is required to reuse all or part of articles published by this journal.</p> Assessment of the Influence of Beach Management Units on Fisheries Governance in Migingo Island, Kenya <p>Beach Management Units (BMUs) in Kenya were established to ensure sustainable utilization and management of the fishery resource. BMUs as co-management institutions were conceptualized after the failed state-controlled fisheries management. Sustainable management by the BMUs has however not been realized, years after the institution’s inception. The study aimed to assess the management of Migingo BMUs; establish the effects of management of BMUs on the implementation of the regulations; and assess the implementation of regulations with regards to fish stocks. The study was done in Migingo Island, Lake Victoria which borders Kenya and Uganda. Data was collected from the BMU committee members and stakeholders at the fish landing site along the island’s shores. This was done through a questionnaire based survey; semi structured interviews from key informants and; focus discussion groups. Results revealed that the three out of seven functions were performed satisfactorily by the Migingo BMU. These were revenue collection, confiscation of illegal gears and arrest of offenders, as depicted by the satisfaction of respondents at 42%, 38%, and 68%, respectively. The other functions - conducting meetings, patrol of the lake, formulation of bylaws and inventory keeping had poor performance. Migingo’s BMU structure was found to be wanting as it lacked the assembly branch. Implementation of regulations by the BMU faced various challenges; lack of support from the government, inadequate funds and equipment and inadequate knowledge to operate its functions. This study shows that BMUs are viable institutions however the poor structure and management of Migingo’s BMU along with the challenges faced in implementing the stipulated regulations led to its ineffectiveness. Capacity building is therefore needed on the BMU’s management and governance at large, provision of relevant skills, equipment and funds and improved support from the government for the BMU to be efficient and effective.</p> <p>&nbsp;</p> Lucky cinny Tubman Kariuki Muigua Nzioka John Muthama ##submission.copyrightStatement## 2021-08-26 2021-08-26 4 2 47 57 10.53537/jsep.2021.08.002 Higher Education and Skills Development in Africa: An Analytical Paper on the Role of Higher Learning Institutions on Sustainable Development <p>Many Higher Education Institutions (HEIs) in Africa face challenges that require the intervention of national governments, development partners and other stakeholders. HEIs also require new investment paradigms to maximize students’ acquisition of work-ready skills, knowledge and attitudes to enable students to contribute effectively to the workforce. The objective of this study was to identify reforms and investments needed to strengthen Higher Education (HE) in Africa and to inform the design and implementation of future investments and policy for sustainable development. A systematic review approach, involving a synthesis of literature on this theme in Africa in recent years, by African governments, education networks, academia and international bodies, was employed. The study used data from UNESCO and World Bank databases which were blended with the synthesis of the literature. The obtained literature was analysed and synthesized on the basis of its relevance and value to the HEIs study discourse. Textual and thematic analysis tookcentre stage with a view to establishing current reforms in HEIs and the concomitant investments that national governments and other key stakeholders need to make to have robust HEIs. The study used the Human Capital Theory that postulates that the most efficient path to the national development of any society lies in the improvement of its population, which is considered as the human capital. Despite criticisms of the human capital theory at the individual level on the extent to which education is directly related to improvements in occupation or income, human capital theorists generally assume that after all the known inputs into economic growth have been explained, much of the unexplained residual variance represents the contribution of the improvement of human capital, of which education is seen as most important (Merwe, 2010). The results of the study show that HEIs have done very little to promote Intra-Africa Academic Mobility and nurture HEI-industry partnerships to address demand and supply aspects of the labour force. The massification of higher education, resulting in a democratization of education, and the advent of the knowledge economy and globalization, among other factors, are being experienced without commensurate planning and with no corresponding accompanying increase in resources to enable the HEIs cope with the increased student population.&nbsp; HEIs in Africa are sub-optimally capacitated to combat Africa’s pressing challenges such as unemployment, climate change and COVID-19 pandemic. The study points out that HEIs need to evolve in tandem with continental and global market needs to achieve Sustainable Development Goal (SDG) number 4 on quality education. Further, it recommends that HEIs should encourage Intra-Africa Academic Mobility and foster HEI-industry partnerships to address demand-and-supply aspects of the labour force. In this respect, HEIs in Africa should be developing curricula aimed at building capacity of leaders and professionals to respond to the need to decarbonize and dematerialize development in Africa and leverage on the Fourth Industrial Revolution. Consequently, HEIs must prepare students to be entrepreneurial and resilient; able to continue to learn and reinvent themselves and their careers throughout their lives. Indeed, HEIs should view themselves as creative hubs where partners come together and harness each other’s synergy to innovate and solve societal problems.</p> Peter M. F. Mbithi Judith S. Mbau Nzioka J. Muthama Hellen Inyega Jeremiah M. Kalai ##submission.copyrightStatement## 2021-08-27 2021-08-27 4 2 58 73 10.53537/jsep.2021.08.001