GACHATHI REPORT 1976 PDF

The Master Plan highlights many of the problems facing the education system and makes suggestions for the way forward. These statements of problems and programmes of action have generally been useful in interpreting and processing of the Terms of Reference TORs of the Commission. The Terms of Reference have also been interpreted in relation to approximately 1, recommendations which have been put together from previous education commission, committees and working parties as well as from the laws that relate to education. There are three sets of TORs. There are those that constitute the need for the country to focus on its set national goals and objectives. The Commission interpreted these as mission statements around which all other terms of reference must gravitate.

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The Master Plan highlights many of the problems facing the education system and makes suggestions for the way forward. These statements of problems and programmes of action have generally been useful in interpreting and processing of the Terms of Reference TORs of the Commission. The Terms of Reference have also been interpreted in relation to approximately 1, recommendations which have been put together from previous education commission, committees and working parties as well as from the laws that relate to education.

There are three sets of TORs. There are those that constitute the need for the country to focus on its set national goals and objectives. The Commission interpreted these as mission statements around which all other terms of reference must gravitate. The other set of TORs deal with specific areas of education, while the other deals with strategies and methodology to enable the Commission to execute its work. These TORs require the Commission to recommend ways and means of enabling the education system to make it increasingly easier to achieve the following goals and philosophies.

This TOR has been interpreted to mean the need for the education system to strengthen and increase the quality of learning for life. The TOR also requires the education system to enable the people to continually modify their life styles in dealing with changes in their environment. These TORs require the Commission to recommend a programme of action in relation to the 14 items.

In doing so the Commission is expected to bear in mind the financial constraints the Government is faced with. This latter requirement has been dealt with together with the last two items of the third set of TORs, namely and which have been brought forward to this section.

Item requires the Commission to accept, as a constraint, that Government recurrent expenditure on education should not grow more rapidly than the Government recurrent expenditure. This means that the rapidly rising population must be provided with educational opportunities. The word "facilitating" is a good indicator that the Government is not the only provider of education.

The Government has however a major role in facilitating the effort of other providers of education. Appropriate legal provision will be essential in dealing with problems of implementation such as lack of co-ordination. The central law is the Education Act, which requires to be interpreted in relation to all the laws dealing with education and training. Liberalization of the economy will inevitably require liberalization of the various aspects of the education system. The then Ministry of Education, Science and Technology published the implementation document in The standard 7 class proceeded to standard 8 in January without doing the CPE.

They did the new KCPE at the end of Of particular importance are the functional relationships between primary and secondary education on the one hand and secondary and higher education on the other. GachathiReport The TOR is also interpreted in relation to the Gachathi Report recommendation of 9-year-basic education and the related structure.

The TOR was interpreted in relation to the high cost schools in the Ominde Report and private high cost schools in the Gachathi Report The TOR has also been interpreted in relation to the growing liberalization of the economy and education, which has been prompted by economic realities. In the case of public school education, the involvement of the private sector is firstly through the PTAs.

This requires amendment ofthe Education Act to recognize them legally. In the case of higher education the TOR has been interpreted in relation to the Universities Act through which private universities are established and accredited in Kenya.

In the case of public universities, their research and development activities as well as their community services are of relevance to this TOR as recommended by the Gachathi Report , Kamunge Report and Mungai Report The process of liberalization is being extended to diploma colleges through Acts of Parliament. This TOR has been given meaning in relation to the recognition, by previous education commission, committees, working party and the current Master Plan on Education and Training, of the problem of lack of co-ordination.

The Gachathi Report devoted a whole chapter to the subject. The Master Plan points out that the Education Act does not provide for co-ordination.

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Gachathi Commission Report and Recommendations – Gachathi Report

Roles of the Bessay Commission? To make recommendations on training, supply and retention of teachers so as to meet the needs of the curriculum. To advise on the structure of the education system Recommendations of the Bessay Commision? It recommended that primary school curriculum to be broadened such that school leavers can be absorbed into the economy and be adaptable and resourceful?

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Education commissions in Kenya

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