• Login
    • Login
    Advanced Search
    View Item 
    •   UoN Digital Repository Home
    • Theses and Dissertations
    • Digitization Phase 4: Projects & Thesis
    • Final
    • View Item
    •   UoN Digital Repository Home
    • Theses and Dissertations
    • Digitization Phase 4: Projects & Thesis
    • Final
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    ASSESSMENT OF IN- SERVICE TRAINING PROGRAMMES ON THE IMPLEMENTATION OF INTEGRATED ENGLISH CURRICULUM IN SECONDARY SCHOOLS IN NAIROBI

    Thumbnail
    View/Open
    ASSESSMENT OF IN- SERVICE TRAINING PROGRAMMES ON THE IMPLEMENTATION OF INTEGRATED ENGLISH CURRICULUM IN SECONDARY SCHOOLS IN NAIROBI.pdf (4.054Mb)
    Date
    2009
    Author
    Siribah Beatrice Mokeira
    Type
    Project
    Metadata
    Show full item record

    Abstract
    This study was to assess the in-service training programs on the implementation of the integrated English curriculum in Nairobi province. The study had four objectives: to establish the extent to which the time allocated for inset programs affect the implementation of integrated English curriculum , to determine how attendance of inset programs by English teachers affect the implementation of integrated curriculum, to determine the level of school involvement in the facilitation of inset programs and how it has influenced the implementation of integrated English curriculum .and to establish the extent of prepare redness of inset trainers/ organization before monitoring of the English curriculum inset and how it affects the implementation. Survey design was used and simple random sampling method used to pick 45 secondary schools. 9 provincial English panel specialists were sampled. The findings of the study revealed that time allocated to INSET programmes was short and could not cover the training needs of the teachers adequately. It was also established that funding of the INSET programmes was a challenge as some teachers had not attended in-service training due to inadequate funds. It was found that some of the facilitators did not have a good masterly of the content and did not vary their training skills. In view of the findings, this study recommended the following: that the duration for training should be made longer so as to make the courses more effective. Attendance of INSET by teachers should be organized at central point where data can be kept to monitor the teachers who attended and how many sessions undertaken so as to give an equal chance to all English teachers to participate, schools should create a common pool to make funds available for English teachers not to miss training sessions. At the same time the facilitators should do adequate research so that they can master their content and vary their training skills which are critical in making the courses more vibrant and involve the teachers in the planning process. The researcher made several suggestions for further research which included the perceptions of head teachers on the lack of in service courses in relation to profession development of the teachers and future career profession.
    URI
    http://erepository.uonbi.ac.ke/handle/11295/166279
    Publisher
    UNIVERSITY OF NAIROBI
    Collections
    • Final [891]

    Copyright © 2022 
    University of Nairobi Library
    Contact Us | Send Feedback

     

     

    Useful Links
    UON HomeLibrary HomeKLISC

    Browse

    All of UoN Digital RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Copyright © 2022 
    University of Nairobi Library
    Contact Us | Send Feedback