Maseno Youth Polytechnics Curriculum in Kenya

 Maseno Youngsters Polytechnics Program in Kenya Essay

A VITAL ANALYSIS OF CURRICULUM OFFERING AT MASENO YOUTH POLYTECHNIC, EMUHAYA DISTRICT OF TRADITIONAL WESTERN PROVINCE.

BY

CHRIS PHELIX OKOTH

ED/MPHIL/7017/09

SUPERVISOR- CIM 898

DOCTOR ANN KISILU

A research thesis submitted in partial, completion for the requirement of the award of Master of Philosophy Degree in Curriculum Creation: Department of Curriculum Educational and Educational Mass media, School Of Education; Moi University.

AUGUST 2010

ABSTRACT.

The goal of this examine was to create the extend to which Tyler rationale (1949) theory of curriculum development is noticed in the curriculum offering by a special organization in a course in the study of Expert of Viewpoint Degree in Curriculum Advancement in this case Maseno youth polytechnic selected purposively and ideally due to expense and period effectiveness towards the researchers' circumstances. The study included choosing one of many special institutions in the education sector including visually questioned, hearing reduced, physically challenged and specialized institutions. You will discover about 44 such children polytechnics in the country. The targets were to set up the aims, goals and objectives in the youth polytechnics; to find out conditions used in picking the learning experiences (content), business of the learning experiences(methodologies) and ultimately looking at analysis of not only the end merchandise of the procedures of learning but as well the processes themselves. The study was based on Tyler's objective model of curriculum development as its theoretical framework of. The research design and style and technique took the descriptive study approach and involved collecting quantitative info from college students sample (N=60) and sample frame of all the students inside the institution; instructors sample of (N=15) coming from a sample framework of all the instructors in the college. The figures were a bit high from your thresh hold of 30% of the population pertaining to sampling representativeness to take care of absent data. Interview schedule was used on an officer to counter-top check on quality and stability of the exploration instruments. The data collected was analyzed by simply use of computer-assisted software's SPSS and reported as percentages, frequency tables, pie chart and tavern graphs such as descriptive figures. The findings showed the aims goals and objectives of the subjects offering had been in line with the national seeks and goals of education in Kenya. The content from the syllabus are certainly not very ideal for achieving the explained objective of self-employment creation since most grandaunts still hoped to find employment following your courses. The teaching methods used happen to be mixed strategies and suited to selected content. The self-evaluation of subjects elements processes are not carried out frequently however the summative evaluation is well practiced. The analyzed info was reported and displayed to all stakeholders with aim of improving the curriculum operations in the establishment and inform practice besides giving the researcher real world experience in research operations.

Table of contentpage

ABSTRACT………. ii

SET OF ACRONYMS: vi

DECLARATION: vii

DECLARATION BY SIMPLY STUDENTvii

ASSERTION BY THE SUPERVISORvii

DEDICATIONviii

ACKNOWLEDMENTix

LIST OF DINING TABLES AND FIGURESx

1 . 0. 0 PART ONE: INTRODUCTION- 1 -

1 . 1 ) 0 REVIEW. - you -

1 . 2 . zero BACKGROUND WITH THE STUDY. -- 1 -

1 . a few. 0 ASSERTION OF THE DIFFICULTY: - 2 -

1 ) 4. zero PURPOSE OF THE STUDY- two -

1 ) 5. zero OBJECTIVE WITH THE STUDY- several -

1 . 5. 1 MAIN EXPLORATION OBJECTIVES: -- 3 --

1 . a few. 2 SPECIFIC RESEARCH OBJECTIVES. - three or more -

1 . 6. 0 RESEARCH CONCERNS. - a few -

1 . 6. you MAIN ANALYSIS QUESTION- three or more -

1 . 6. a couple of SPECIFIC ANALYSIS QUESTIONS- 5 -

1 . 7. 0 ASSUMPTION FROM THE STUDY. - 4 -

1 . almost eight. 0 REASON OF THE STUDY- 5 --

1 . being unfaithful. 0 VALUE OF STUDY- 5 --

1 . 12. 0SCOPE FROM THE STUDY- six -

1 ) 11. 0LIMITATION OF THE STUDY- 6 --

1 . doze. 0THEORETICAL FRAMEWORKS- 6 --

1 . 13. 0CONCEPTUAL FRAMEWORK. - several -

1 . 14. 0OPERATIONAL...

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APPENDIX A: TEACHERS' QUESTIONNAIRE

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