Bio

Prof Nteere Jacob

BIO-DATA

 

DATE OF BIRTH                  :           10th August 1948

 

NATIONALITY                      :           Kenyan

 

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Publications


2013

2011

1992

S., PROFNTEEREJACOB.  1992.  The politics of Global Sport: Politicization of sport in England and Kenya.. 8th Biennal Conference of I.S.C.P.E.S, Houston, June 12-18 1992. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.
S., PROFNTEEREJACOB.  1992.  The role of Developing Nations in International Sport: The case of Kenya.. 8th Biennial Conference of I.S.C.P.E.S. Houston, June 12-18 1992. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1991

S., PROFNTEEREJACOB.  1991.  "The structure and Organization of sport in Kenya and Malawi" in Sports for All into the 90s I.S.C.P.E.S" volume 7, Meyer & Mayer Verlag, Aachen Germany, 1991.. 8th Biennal Conference of I.S.C.P.E.S, Houston, June 12-18 1992. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1990

S., PROFNTEEREJACOB.  1990.  Physical Education and Sport in Higher Education in Kenya.. University of Manchester -1990. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.
S., PROFNTEEREJACOB.  1990.  The structure and Organization for Sport in Kenya and Malawi. A Comparative Analysis. (I.S.C.P.E.S Conference, Bisham Abbey England: July 1990).. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1989

S., PROFNTEEREJACOB.  1989.  The structure and Organization of Sport in Kenya. University of Manchester, 1989. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1982

S., PROFNTEEREJACOB.  1982.  The theory of Achivement Motivation and its Applicability to sport and Physical Education University of Manchester, 1982.. University of Manchester, 1989. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1981

S., PROFNTEEREJACOB.  1981.  P.E versus Militarism in the British Education system 1870-1925.. Seminar, University of Manchester, 1981.. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.
S., PROFNTEEREJACOB.  1981.  The Nature of P.E in the Public Schools of England during the 19th Century. University of Manchester, 1981.. University of Manchester, 1989. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.
S., PROFNTEEREJACOB.  1981.  The contributions of Reginald Brabazon.. University of Manchester, 1989. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.
S., PROFNTEEREJACOB.  1981.  The contributions of Sir George Newman to the Development of P.E in England and Wales, university of Manchester. University of Manchester, 1989. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1978

S., PROFNTEEREJACOB.  1978.  PROF. JACOB STANLEY NTEERE, DR. WANDERI & JANET W. KAMENJU, AEROBIC CAPACITY OF KENYAN RUGBY UNION PLAYERS. Seminar, University of Manchester, 1981.. : Institute of African Studies, University of Nairobi
S., PROFNTEEREJACOB.  1978.  Advanced Diploma Dissertation entitled "A study of the Curricula of Physical Education of Primary Teachers Colleges in Kenya" (University of Leeds, in 1978).. Seminar, University of Manchester, 1981.. : Institute of African Studies, University of Nairobi Abstract
Introduction The Centre for Open and Distance Learning has been established to facilitate the Internal Faculties in launching and managing their programmes using distance mode with a view to increasing access to university education and provide equity in higher education to the learners all over the country. Operational Strategies The operational strategies that have been set up involve collaborative arrangements between the CODL and the Internal Faculties in the development of Study Materials and Learner support Services for off-campus students. The professional in open and distance learning are availed by the Centre to serve the Faculties as trainers while the Faculties provide academic expertise who are facilitated through participatory methods involving application of knowledge, skills and strategies to develop study materials in their respective subjects. Focus The Centre is currently working with Faculties of Science, Commerce and Arts. The Material development process involves training, writing, reviewing and editing followed by conversion to e-content and audio modes. Conclusion These collaborative arrangements will increase access to higher education make significant contribution in the realization of educational Millennium Goals in Kenya where only 20% of all those who qualify obtain admission in the public universities.

1977

J.S, 1. N.  1977.  A Curriculum Development Programme in Physical Education. Plymouth Polytechnic. 2(1):13-20.

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