CAT ONE

DATE: 9/3/2021

BEM 4109 EDUCATIONAL MANAGEMENT AND ADMINISTRATION

NAMES REG. NO.

44. How the new CBC would enable Kenya achieve its vision 2030.
The focus of CBC will enable the achievement of vision 2030 through the following;

a. Customer satisfaction.

Employees trained using CBC are better performers that is they perform their work
efficiently. This increases the rate of production process in industrial and other related
manufacturing and processing industries. This enables the country to reduce starvation
within its citizens hence enabling attainment of vision 2030.
b. Increased productivity and engagement in communication.

Due to the emergency of the CBC students are extremely engaged in work and hence
increasing physical abilities to do work. This increases communication and constructive
feedback as a result of a development of skills taught in CBC. The skills gained in CBC
enables specialization and division of labor that results to increased productivity.

c. Critical and independent thinking.

Due to the influence of CBC learners improve the ability to recognize, manage and build
up their own competencies and evidence of learning. Since CBC Is concerned with
individual abilities each student is able to focus on what he/she can do effectively. This
enhances creativity and independent thinking leading and innovation of new methods
of production process, distribution of resources, creation of opportunities to curb
existing gaps in the economic sector.

d. Job orientation.

Due to the influence CBC individuals acquire necessary skills to understand the available
personnel in the economic sector. For example, employers acquire the ability to
understand the graduate’s competencies and learning achievements. Since every person
is concerned with his/her field of contentment, jobs emerge according to different
fields. This helps to reduce unemployment hence enabling citizens to pave way for the
achievement vision 2030.

e. Better understanding and reduced school dropouts

Unlike traditional degrees CBC focus on practical skills that employers are seeking. A
greater understanding of learning outcomes throughout their academic institution
improves the acquisition of relevant practical skills that foster out economic
development. Increased student retention and completion rate particularly when prior
knowledge can be applied to degree programme and hence this helps to school
dropout. (truancy)
45 Policies undertaken by the government to expand technical and
vocational education in Kenya.
i. Provision of funds. (funding technical and vocational education)
This aids to the recruitment of an additional technical training instructors and capitation
of grants for students. Due to the provision of such incentives, the technical and
vocational education is expanded positively. Provision of funds also leads to
establishment of new technical training institutions and development of curriculum
development assessment and satisfaction center. As a result of this vocational and
technical education is enhanced.

ii. Reduction of fees. The government provides loans such as higher education loan
through the higher education loan board hence reducing the rate of fee payment by the
clients. Reduction of fees for students in technical institutions, which is a calculated
financial intervention that is expected to woo more students in to these institutions has
made vocational education easy to access. Additionally, the government gives a portion
for students who joins the technical institutions.
iii. Introduction of new quality assurance mechanisms.
This takes a broader view of the technical and vocational training system which goes
beyond institution-specific provision and may cover both public and private training.
Such mechanisms cover the reform of qualification, oversight of national skills
development policies and the introduction of curricula related to new qualification.
Quality assurance in this context is a means by which the centre is able to retain an
element of control and oversight of delivery in a more diverse training market.
iv. Management autonomy for public training providers.
There has been decentralization of functions away from the central government and a
consequence increase in the autonomy of public training providers. Many of these
institutions enjoy much greater freedom of staffing, resource use and revenue
generation, and the qualification and courses theyn offer. One of the principles
underpinning this trend is that institutions are best suited to understanding and
responding to the needs of their local labor markets and making linkages with their local
employers. This autonomy is not unconditional.
v. The development of a national training system which harness previously desperate
elements in to national policy agenda to support technical and vocational education.
These elements include; management of training centers and vocational colleges,
assessment and testing regime and the introduction of recognition of prior learning and
progression pathways as well as curriculum development.

46 Open and distance learning is merely mentioned in section paper 10 of

2005 and lack of policy frame implementation. There is minimum use
 of open and distance learning approaches in primary and secondary.
Suggest measures to put in place to actualize ODEL in all primary and
secondary schools in Kenya.

1) An ODEL center shall show evidence that an appropriate needs assessment or feasibility
assessment has been undertaken giving the rational or justification for setting up the
institution or starting the programme as reflected in the believes and core values of the
institution.
2) An ODEL centre should show the infrastructural situation in the catchment regions
especially telecommunication, electricity and transport, the educational resources such as
facilities in the learning institutions, library services as well as human resources and the
market demand of the courses to be offered.
3) An ODEL centre offering programmes shall be accredited same as the programmes to be
delivered. The centre shall have budgetary provisions for the programme to ensure its
sustainability and this shall be reflected in the financial policy statements.it should also
ensure that there are clear governance and administrative structures that involve
stakeholders where appropriate.
4) An ODEL centre offering ODEL programmes shall establish regional learning centres to bring
services closer to the trainees. These regional centres shall have academic guidance and
counselling services.
5) An ODEL centre should get into collaborative arrangements for delivery of open distant and
e-learning. However, such collaborative arrangements shall be approved by the authority.
The standard has also addressed the issue of curriculum development and implementation.