Organisation of Productive Work in Technical and Vocational Education. Republic of Kenya. Studies in Technical and Vocational Education 28.

Autor/in	Mbiti, David
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Organisation of Productive Work in Technical and Vocational Education. Republic of Kenya. Studies in Technical and Vocational Education 28.
Quelle	(1985), (112 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Educational Change; Educational History; Educational Legislation; Educational Policy; Enrollment; Financial Support; Foreign Countries; Postsecondary Education; Program Administration; Program Content; Program Development; Program Implementation; Technical Education; Vocational Education; Kenya + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsreform; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Einschulung; Finanzielle Förderung; Ausland; Post-secondary education; Tertiäre Bildung; Programmgestaltung; Programmplanung; Technikunterricht; Ausbildung; Berufsbildung; Kenia
Abstract	One of Kenya's major national priorities is the implementation of the policy of making the district the focus for development, thereby bringing the people into the forefront of provision for their own welfare. The second priority is the introduction of an 8-4-4 (8 years primary, 4 years secondary, 4 years university) education program to replace the existing 7-6-3 education program. Since Kenya's independence in 1963, its system of vocational-technical education has been regulated by 12 main policy documents. The country's entire vocational-technical curriculum is currently in the process of being reorganized. Industrial education was introduced into academic secondary schools in 1961. Programs in agriculture, business, and home science are offered. A number of technician and craft programs are also available, as are programs of study through national polytechnics and colleges. The main achievement of the productive work programs in vocational-technical education at craft and technical schools is that they have proved capable of mobilizing personnel and resources at the local level, thus benefiting local communities (especially in rural settings). However, these programs have also been hindered by a lack of effective organization and marketing efforts. (Appendixes include data on the numbers of present training institutions in Kenya.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC