A survey of the role played by teachers' advisory centres in primary school education in Yatta division, Machakos district.

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dc.contributor.authorKiminza, Onesmus A.
dc.date.accessioned2012-05-29T13:06:25Z
dc.date.available2012-05-29T13:06:25Z
dc.date.issued2012-05-29
dc.descriptionDepartment of Educational Management Policy & Curriculum Studies, 103p. 1987. LB 1745 .K5en_US
dc.description.abstractThe Problem The problem was a survey of the role played by teacher's advisory centres in primary education in Yatta division, Machakos district. Limitation The research was only based on the results reached after the analysis of data collected from only one educational division in Machakos District. The responses by some respondents were incomplete which made the analysis difficult. The research was carried out within a very short time making it difficult to prepare very comprehensive questions. Also some anticipated population did not respond at all. Methodology The study was a single element survey whose data was collected from the selected population using questionnaires and interview methods. Observation used was to find out the equipments and facilities available in the Teachers' Advisory Centres. Findings 1) The TAC tutors require special training after appointment. 2) The buildings housing the TAC were inadequate and improper for the services they were made for. 3) All the TACs did not have adequate equipments to facilitate the proper working of the tutors. 4) All the TAC tutors were not mobile and had difficulties in serving the large number of schools in the zones. 5) Most teachers felt that the TAC tutors were not qualified enough to handle their problems since they were appointed from their midst and no special training was given. 6) There was no linkage between pre-service and inservice training because tutors hardly visited the colleges. 7) The centres which did not have copy typists closed down when the tutors were away inconveniencing teachers who visited the centres. 8) Most of the tutors concentrated on evaluation test which occupied them for most of their time. 9) The TAC centres were not centrally located and most needy teachers could not reach them because of transport problems. 10) Most materials disseminated to schools do not reach the schools promptly because of poor means of communication. 11) The TAC tutors worked in isolation from the local communities because most of them were new. This isolation made their work quite difficult.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/4823
dc.language.isoenen_US
dc.subjectTeachers, training of //Teacher centresen_US
dc.titleA survey of the role played by teachers' advisory centres in primary school education in Yatta division, Machakos district.en_US
dc.typeThesisen_US
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