Maseno Youth Polytechnics Curriculum in Kenya

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

BY
CHRIS PHELIX OKOTH
ED/MPHIL/7017/09

SUPERVISOR- CIM 898
DR. ANN KISILU

A research thesis submitted in partial, fulfillment for the requirement of the award of Master of Philosophy Degree in Curriculum Development: Department of Curriculum Instructional and Educational Media, School Of Education; Moi University.

AUGUST 2010
ABSTRACT.
The purpose of this study was to establish the extend to which Tyler rationale (1949) theory of curriculum development is observed in the curriculum offering at a special institution in a course in the study of Master of Philosophy Degree in Curriculum Development in this case Maseno youth polytechnic selected purposively and conveniently due to cost and time effectiveness to the researchers’ circumstances. The study involved choosing one of the special institutions in the education sector including visually challenged, hearing impaired, physically challenged and technical institutions. There are about 44 such youth polytechnics in the country. The objectives were to establish the aims, goals and objectives of the youth polytechnics; to find out the criteria used in selecting the learning experiences (content),organization of the learning experiences(methodologies) and finally looking at evaluation of not only the end product of the processes of learning but also the processes themselves. The study was based on Tyler’s objective model of curriculum development as its theoretical framework of. The research design and methodology took the descriptive survey approach and involved collecting quantitative data from students sample (N=60) and sampling frame of all the students in the institution; teachers sample of (N=15) from a sample frame of all the teachers in the school. The figures were slightly high from the thresh hold of 30% of the population for sampling representativeness to take care of missing data. Interview schedule was used on an administrator to counter check on validity and reliability of the research instruments. The data collected was analyzed by use of computer-assisted software’s SPSS and reported as percentages, frequency tables, pie charts and bar graphs as in descriptive statistics. The findings showed that the aims goals and objectives of the curriculum offering were in line with the national aims and goals of education in Kenya. The content of the syllabus are not very suitable for achieving the stated objective of self-employment creation since most grandaunts still hoped to seek employment after the courses. The teaching methods used are mixed approaches and suitable for selected content. The self-evaluation of curriculum elements processes are not done frequently but the summative evaluation is well practiced. The analyzed data was reported and disseminated to all stakeholders with aim of improving the curriculum processes in the institution and inform practice apart from giving the researcher real world experience in research processes.

Table of contentpage

ABSTRACT……….ii
LIST OF ACRONYMS:vi
DECLARATION:vii
DECLARATION BY STUDENTvii
DECLARATION BY THE SUPERVISORvii
DEDICATIONviii
ACKNOWLEDMENTix
LIST OF TABLES AND FIGURESx
1.0.0 CHAPTER ONE: INTRODUCTION- 1 -
1.1.0 OVERVIEW.- 1 -
1.2.0 BACKGROUND OF THE STUDY.- 1 -
1.3.0 STATEMENT OF THE PROBLEM:- 2 -
1.4.0 PURPOSE OF THE STUDY- 2 -
1.5.0 OBJECTIVE OF THE STUDY- 3 -
1.5.1 MAIN RESEARCH OBJECTIVES:- 3 -
1.5.2 SPECIFIC RESEARCH OBJECTIVES.- 3 -
1.6.0 RESEARCH QUESTIONS.- 3 -
1.6.1 MAIN RESEARCH QUESTION- 3 -
1.6.2 SPECIFIC RESEARCH QUESTIONS- 4 -
1.7.0 ASSUMPTION OF THE STUDY.- 4 -
1.8.0 RATIONALE OF THE STUDY- 5 -
1.9.0 SIGNIFICANCE OF STUDY- 5 -
1.10.0SCOPE OF THE STUDY- 6 -
1.11.0LIMITATION OF THE STUDY- 6 -
1.12.0THEORETICAL FRAMEWORKS- 6 -
1.13.0CONCEPTUAL FRAMEWORK.- 7 -
1.14.0OPERATIONAL...
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