Radio/correspondence instruction and development in Kenya - The CCU case: from the evaluation point of view
A programme evaluation of continuation education provided through correspondence courses and educational radio by the Correspondence Course Unit (CCU) of the University of Nairobi, Kenya - The analysis is based on responses to questionnaires sent out to a large sample of the adult students (mainly teachers) who followed the courses to obtain the Kenya Junior Secondary Examination (KJSE). The KJSE curriculum covers English, geography, history, mathematics (modern), physical science, Kiswahili and biology. Educational opportunities are not spread equally throughout the country and the CCU tends to redress educational disadvantagement. Roughly 60 percent of students felt that environmental influences hindered study progress. The dropout rate seemed to be fairly low and students tended to be self-critical in giving reasons for failing examinations. The instructional materials for mathematics were criticized and often the language of the reading materials was found to be difficult. In general student attitudes towards the courses were favourable. Few listened regularly to the radio lessons
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| Format: | book biblioteca |
| Language: | eng |
| Published: |
Friedrich Ebert Stiftung
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| Subjects: | Adult students, Correspondence education, Dropout rate, Educational radio, Questionnaires, Student attitudes, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000164514 |
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| Summary: | A programme evaluation of continuation education provided through correspondence courses and educational radio by the Correspondence Course Unit (CCU) of the University of Nairobi, Kenya - The analysis is based on responses to questionnaires sent out to a large sample of the adult students (mainly teachers) who followed the courses to obtain the Kenya Junior Secondary Examination (KJSE). The KJSE curriculum covers English, geography, history, mathematics (modern), physical science, Kiswahili and biology. Educational opportunities are not spread equally throughout the country and the CCU tends to redress educational disadvantagement. Roughly 60 percent of students felt that environmental influences hindered study progress. The dropout rate seemed to be fairly low and students tended to be self-critical in giving reasons for failing examinations. The instructional materials for mathematics were criticized and often the language of the reading materials was found to be difficult. In general student attitudes towards the courses were favourable. Few listened regularly to the radio lessons |
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