What do you think, about who has the responsibility to solve or, lets say, address this sort of problem?

I’ve worked at the college for almost two years now and seen six sets of IT exams. The quality, compared to the exams I was involved in writing and moderating back when I worked for De Montfort University in the UK, is desperately poor. Some people tell me that it is not like this for all of JKUAT’s exams but that the CEP ones seem to suffer most. Perhaps this is because CEP is operated upon business principles to the detrement of academic ones. This is what I suspect. But, really, I would like to know what you think.

You should have seen what rubbish they set.

Half of it is outside the course outline, the rest is included only by extreme openmindedness and nowhere near what the past papers included. There is NO OTHER SOURCE OF INFORMATION available. The course outline is a quarter of a page of Q4: a list of keywords, and when we ask the teachers in Nairobi to lend us their notebooks we are told they worked hard to prepare them and we must do the same. We don’t know what textbooks they are using. We dont even know who set the exams.

I’m damn angry and sad D(

That’s it, the end of my teaching experience.

Good riddance to bad rubbish. 8o

Your understanding of an exam I guess, and mine, is that it ought to be set in such a way that it tests the core skills of the subject. Those things which were set out in the aims and objectives of the course: upon completion of this course students shoudl be able to …. . And that’s what you ask them to demonstrate in the exam, right?

But this Diploma seems to have been organised by a different system. The whole course syllabus document only contains one or two aims and/or or objectives for the whole diploma; something to do with taking advantage of the diverse [job] marget offered by IT. It looks as if the objective was for the university to take advantage of a potential to earn money from fees from students wanting to learn about IT.

In an absence of aims and objectives the exams tend to follow the whim of the teachers. The course outline for any subject is just a quarter-page of buzzwords and topics. Since no skills are described the exams tend to be on ‘theory’.

The Entrepreneurship exam looked like this:

1) Explain the 4 features of the management process used by Entrepreneurs

2) Stage 4 characteristics found in an Entrepreneur and not in an Intrepreneru.

3) Using SWOT analysis explain how you would screen a small cyber-cafe that has 5 computers, 2 workers and is located at the college students’ centre.

4) Discuss 4 aspects that an Entrepreneur should consider when it comes to marketing the enterprise’s product.

5) Differentiate between “Debt Financing” and “Equity Financing”

6) Explain 5 ways in which an Entrepreneur could raise capital for the business in its growth stage

7) Outline 5 reasons as to why an entrepreneur needs to manage their business finances in a proactively [sic]

Illustrate 5 financial tools entrepreneurs use to manage business finances effectively

9) State 5 types of Entrepreneurs

10) Explain using 5 reasons why an Etrepreneur should integrate Information Technology in their business

11) Describe 5 forms of business ownership

12) Discuss 5 roles of the government in influencing the small business environment.

3)