The establishment of a higher education open and distance learning knowledge base for decision makers in kenya
Download 119.91 Kb.
|
- Navigate this page:
- (e) Distance Education Delivery Models In Kenya
- 1.3.1 Commission for Higher Education
(c) Parallel Degree ProgrammesThese are degree programmes offered by most of the public universities for students who meet the basic university entrance requirements of a C+ in the Kenya Certificate of Secondary Examination (KCSE), but missed opportunity for university admission. The main thrust for these programmes is to generate funds for the cash strapped public Kenyan universities. Students admitted in the programmes normally follow the regular university courses, with course units in the programmes having a loading of 45 hours instead of 35 hours for the regular students. These are normally considered as part-time students, with lectures falling between 5.30 p.m. to 8.30 p.m. during weekdays and 9.00 a.m. to 5.00 p.m. on Saturdays. The tuition fees vary considerably, although they are generally around Kshs. 15,000 per course unit, with students taking responsibility of their own accommodation and living expenses. (d) The African Virtual University (AVU) – Kenyatta University The African Virtual University (AVU) is a distance learning programme whose main missions is to bridge the digital divide and knowledge gap between Africa and the rest of the world by dramatically increasing access to global educational resources throughout Africa. This is achieved through the integration of satellite technology and the Internet to allow cost-effective and efficient delivery of educational programmes throughout the continent and increased access to global educational resources in Africa. The AVU objectives among others include:
The Beneficiaries of AVU include:
Kenya has 2 AVU sites located in Kenyatta and Egerton Universities. The African Virtual University (AVU) started in 1997 with the pilot phase. During the pilot phase AVU sites received courses transmitted via satellites such as introduction to programming, introduction to engineering, computer organization and architecture, introduction to Internet, among others transmitted via satellite from universities in Canada, Europe and the USA. The foregoing discussion on Distance Education programmes in Kenyan higher institutions brings out the following delivery models: - (e) Distance Education Delivery Models In Kenya
Many of the large-scale distance education programmes in the faculty of External Studies University of Nairobi can be classified as print (paper) based Distance Education. This does not imply that there are no other support components built into the course, but points to the fact that print materials is the primary delivery strategy. The print materials are in the form of study lecture units, course notes, and practical guides.
This mode of study includes the full-time residential mode in which students in the programme study with the rest of the regular Kenyatta University students or in their own groups, and the full-time institution based mode in which students opting for this mode should be in employment with any educational institution, preferably primary or secondary school during the entire period of study. Such students are required to attend residential sessions at the university during the vacation periods of August, December and April for a total period of not less than 14 weeks per year and institution-based guidance under the so-called Quality Assurance of 72 hours per academic year. Examinations consist of coursework assessment, assessment of practicals, which contribute 50 percent, and one final university examination, which contributes another 50 per cent. At least all the units are examined by the end of the semester in session in which they are taken.
Mixed mode programmes such as the ‘parallel’ degree courses offered for the University of Nairobi use a combination of face to face and distance learning strategies. Other diploma courses offered by Universities in Kenya, particularly Post-graduate diplomas in Education, Community Health and others are good examples of mixed mode.
1.3 Other Decision Makers in the Provision of Distance Education 1.3.1 Commission for Higher EducationThe commission for higher Education was established by an Act of Parliament, The Universities Act, 1985, No. 5. The mission of the commission of Higher Education is to contribute to the development of higher education system in the country by way of ensuring efficient, quality education in Kenya. It has also the responsibility of providing effective financial and administrative system at the universities. According to the university Act of 1985, No. 5, Commission of Higher Education has the following functions:
The members of the Commission For Higher Education comprise the following:
The Commission meets at least four times in a year. During meetings major decisions are made. A quorum of not less than twelve members is required. All questions at any meeting of the commission are determined by a majority of votes of the members present. Members of the commission are organized into the following committees which deal with university education:
The Commission has powers under its constitution to appoint other committees as it may think fit. Therefore, the commission shall prescribe the powers, duties and procedures of committees appointed by it and terms of office of persons appointed to those committees. 1.3.2 The Open Learning Distance Education Association of East Africa (OLDEA-EA) This is a regional umbrella association of five countries in East Africa. Country members include Kenya, Uganda, Tanzania, Malawi and Seychelles. Each of the five countries has representative national association as follows: Kenya - Open Learning Association of Kenya (OPLAK) Uganda - Uganda National Distance and Open Learning (UNDOL) Tanzania - Distance Education Association of Tanzania (DEAT) Malawi - Open Distance Education Association of Malawi (ODEAM) Seychelles is in the process of registering the National Association. Directory: education education -> Fall 2013 Spring 2014 Program Data: Standard 1 Exhibit 4d education -> 100 Village Primary School Music Classrooms education -> Between global market and international and regional cooperation education -> Biographies of Patriots of Color at The Battle of Bunker Hill John Ashbow Colony: Connecticut Age: 22 Race: Native American Status: Free Rank: Private Position: Rail Fence Unit: Putnam/Durkee education -> a geospatial Activity a buffer from the Storms education -> Guide to Preparedness education -> Social Sciences Teaching Unit Levels 2 6 Environmental Justice education -> I. Introduction 2 II. The Creation of Literate Environments education -> Harold j. Brody, md education -> October/November 2015 Teacher's Guide Table of Contents Download 119.91 Kb. Share with your friends:
|