NACTVET – Kitabu cha Muongozo wa Kuchagua Kozi | Admission Guidebook for Certificates and Diplomas 2026/2027

Download Admission Guidebook for Certificates and Diplomas 2026/2027

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The School Has A Set Of Clearly Defined Goals/Objectives And Knows “What It Is About” And “Where It Is Going”. A Structured “School Development Plan” Clearly Specifies Long And Short-Term Thrusts And Provides Continuity Of Purpose.

A school which has not addressed this issue simply wallows in a sea of uncertainty and severely disadvantages all associated with it. Planning must not simply be viewed as a “compliance matter” but rather as a “living force driving on-going school improvement”.

The significance of emotions in learning is widely recognised in research relating to evolutionary, behavioural adaptation to the environment and in psychological research. In recent times, reference has most frequently been made to Daniel Goleman (1995, 1998, 2003) in discussing the place of emotions, relationships and personal motivation and commitment in education. The EQ Institute website of Steve Hein, at http://eqi.org.gale.htm, contains a range of critiques of Goleman’s work (selected by the site owner and perhaps in some cases rather personal), arguing that his definitions of emotional intelligence and associated terms are vague, that his work is not based on scientific study and that he has not given appropriate credit to predecessors who have developed such study. Apart from debates about the development of emotional control or the benefits of our emotions, the significance of emotional factors in learning has long been recognised in a wide range of research and theoretical writing. David Ausubel (Ausubel 1968 and Ausubel and Robinson 1969), for example, dealt at length with affective and social factors in school learning. These included attitudes to learning, the effect of personality characteristics, such as anxiety or open-mindedness, and group and social influences, such as classroom climate. Ausubel identifies three types of determinant of an individual’s drive for success in school.

The School Invites Criticism And Is Prepared To Justify And Debate Its Stand On All Controversial Issues.

Good schools have no hidden agendas. They are constantly in search of improvement and respect the opinions offered by others within the total school community. Where changes are suggested, they are carefully evaluated and implemented accordingly.