| dc.description.abstract | This research was an investigation into the implications of the introduction
of individualised instruction into Form Four of the Motor Vehicle Technology
course in the Technical Secondary Schools in Kenya. It included consideration
of teachers' ability and preparedness, curriculum revision, cost, equipment and
supplies, and especially the attitudes of students, teachers and administrators
toward the introduction of such innovation in teaching methodology.
The Motor Vehicle Technology course was selected as an area in which
to test the methodology for several reasons. The Motor Vehicle shop not only
lent itself best to the individualised method of instruction (the work station
concept) but also in comparison to other technicalcourses it had the greatest
need in the area of teaching materials; visual aids, handouts, reference texts,
related materials, equipment specifications, etc. Further, this area of technical
education suffered most from the shortage of trained technical teachers.
In the larger context, the entire concept of such skill training in secondary
schools was under question in many educational circles because of the much
higher cost per student in vocational education as compared with academic
education. There was pressure to have skill training removed to industry or
special government institutes where it may have been done more effectively
and economically. Educators were being challenged to make technical education
less costly (le. more efficient). | |
