Untitled

THE TECHNICAL UNIVERSITY OF KENYA
FACULTY OF APPLIED SCIENCES & TECHNOLOGY

SCHOOL OF MATHEMATICS AND ACTUARIAL SCIENCES
DEPARTMENT OF STATISTICS AND ACTUARIAL SCIENCES
REGULATIONS AND SYLLABUS FOR
DIPLOMA IN TECHNOLOGY IN APPLIED STATISTICS
© THE TECHNICAL UNIVERSITY OF KENYA
@ August 2018
Table of Contents
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SCHOOL OF MATHEMATICS AND ACTUARIAL SCIENCES.........................................................................................
1.0 GENERAL INFORMATION..............................................................................................................................
1.1 VISION OF THE UNIVERSITY..........................................................................................................................
1.2 MISSION OF THE UNIVERSITY.......................................................................................................................
1.3 PHILOSOPHY OF THE UNIVERSITY.................................................................................................................
1.4 UNIVERSITY ADMISSION REQUIREMENTS....................................................................................................
1.4.1 DIPLOMA PROGRAMMES......................................................................................................................3
1.4.2 BACHELOR’S DEGREE PROGRAMMES.......................................................................................................4
1.4.3 POSTGRADUATE DIPLOMA PROGRAMMES................................................................................................4
1.4.4 MASTER’S DEGREE PROGRAMMES.........................................................................................................4
1.4.5 DOCTORAL DEGREE PROGRAMMES.........................................................................................................5
1.4.6 OTHER ADMISSION REQUIREMENTS........................................................................................................5
1.4.7 PROCEDURE FOR ADMISSION.................................................................................................................5
1.5 ACADEMIC RESOURCES................................................................................................................................
1.5.1 FACILITIES AND EQUIPMENT..................................................................................................................6
FACILITIES...................................................................................................................................................7
1.5.2 ACADEMIC STAFF: DEPARTMENT OF STATISTICS AND ACTUARIAL SCIENCE......................................................8
1.6 PROGRAMMES OFFERED BY THE DEPARTMENT...........................................................................................
1.6.1 LIST OF ALL PROGRAMMES OFFERED BY THE DEPARTMENT OF STATISTICS AND ACTUARIAL SCIENCE....................8
1.6.2 DURATION OF PROGRAMMES................................................................................................................8
1.6.3 DEFINITIONS OF TERMINOLOGIES...........................................................................................................9
1.6.4 ACADEMIC YEAR AND SEMESTER............................................................................................................9
2.0 THE CURRICULUM......................................................................................................................................
2.1 TITLE OF THE PROPOSED PROGRAMME.....................................................................................................
2.2 PHILOSOPHY OF THE PROGRAMME...........................................................................................................
2.3 RATIONALE OF THE PROGRAMME....................................................................................................................
2.3.1 NEEDS ASSESMENT.......................................................................................................................10
2.3.2 JUSTIFICATION OF THE NEED FOR THE PROGRAMME..................................................................11
2.4 GOAL OF THE PROGRAMME.......................................................................................................................
2.5 EXPECTED LEARNING OUTCOMES..............................................................................................................
2.6 MODE OF DELIVERY....................................................................................................................................
2.7 ACADEMIC REGULATIONS FOR THE PROPOSED PROGRAMME..................................................................
2.7.1 ADMISSION REQUIREMENTS.....................................................................................................12
2.7.2 EXEMPTION FROM ANY COURSES IN THE PROGRAMME...........................................................13
2.7.3 COURSE REQUIREMENTS...........................................................................................................13
2.7.4 LEARNERS ASSESSMENT POLICY/CRITERIA................................................................................14
2.7.5 GRADING SYSTEM......................................................................................................................17
2.7.6 COMPENSATION OF MARKS......................................................................................................17
2.7.7 EXAMINATION REGULATIONS....................................................................................................17
2.7.8 MODERATION OF EXAMINATIONS.............................................................................................19
2.7.9 GRADUATION REQUIREMENTS...................................................................................................20
2.7.10 AWARD, DESIGNATION AND CLASSIFICATION OF THE DIPLOMA.............................................21
2.8 COURSE EVALUATION.................................................................................................................................
2.9 MANAGEMENT AND ADMINISTRATION OF THE PROGRAMME..................................................................
2.10 COURSES/UNITS OFFERED FOR THE PROGRAM.............................................................................................
2.11 PROGRAMME LEARNING OUTCOME MATRIX................................................................................................
2.12 DURATION AND STRUCTURE OF THE PROGRAM........................................................................................
2.13 DESCRIPTION OF COURSE CONTENT..............................................................................................................
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2.14 DISTRIBUTION OF EXAMINATION MARKS, LECTURES AND TUTORIALS..........................................................
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1.0 GENERAL INFORMATION
1.1 VISION OF THE UNIVERSITY

To be a top rated University of Technology.
1.2 MISSION OF THE UNIVERSITY

To provide technological education and training and to contribute towards the advancement of
society through research and innovation
1.3 PHILOSOPHY OF THE UNIVERSITY

The Technical University of Kenya is founded on the belief that economic development of a
nation is achievable fundamentally through technological advancement. Such Technological
progress is feasible through a strong industrial base, which enhances production of competitive
goods and services for both the local and external markets. Industrialization requires a critical
mass of personnel with requisite technical skills. In order to produce these personnel, the
training and education must be of practical nature that is also anchored on solid foundation.
The Technical University of Kenya shall be a centre of excellence for the training of personnel in
technological, creative, business and management skills. The institution shall therefore play a
leading role in economic development of Kenya by imparting skills that are appropriate to the
real world of work even as it aims to produce holistic graduates with the flexibility to fit into the
demands of a constantly changing world.
1.4 UNIVERSITY ADMISSION REQUIREMENTS

1.4.1 Diploma Programmes
An applicant must satisfy any of the following minimum requirements for admission to all
Diploma programmes.
Either
Be a holder of Kenya Certificate of Secondary Education (or equivalent education) with a

minimum aggregate of C-
OR
Be a holder of the Kenya Advanced Certificate of Education (or equivalent examination), with a
subsidiary pass in any of other subjects with a credit pass in English at O-Level.
OR
Be a holder of a Certificate or Advanced Certificate in Technology with a credit pass of the

Kenya University of Kenya or an equivalent qualification from any other recognized institution.
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1.4.2 Bachelor’s Degree Programmes
An applicant must satisfy any of the following minimum requirements for admission to all
Bachelor’s degree programmes.
Either
i. Be a holder of Kenya Certificate of Secondary Education (or equivalent
examination) certificate with a minimum aggregate of C+;
OR
ii. Be a holder of Kenya Advanced Certificate of Education (or equivalent
examination) certificate with a minimum of two principal passes and one
subsidiary pass;
OR
iii Be a holder of a diploma or professional certificate in a relevant discipline from
an institution recognized by the Senate of the University;
OR
iv Be a holder of a higher diploma or professional certificate in a relevant discipline
from an institution recognized by the Senate of the University;
OR
v Be a holder of any other qualification accepted by the Senate of the University as
equivalent to any of the above.
Candidates, who hold any of the qualifications (iii.) or (v.) above, may at the discretion of the
Senate, be exempted from some courses.
1.4.3 Postgraduate Diploma Programmes

An applicant must satisfy the following minimum requirement for admission to all Postgraduate
Diploma programmes.
i. Be a holder of a bachelor’s degree from TU-K or its equivalent from a recognized

university.
1.4.4 Master’s Degree Programmes

To qualify for admission in to the Master’s degree programme, a candidate shall be:
i. A holder of at least an upper second honours, Bachelor’s degree of TU-K; or equivalent

from another university recognized by the Senate.
ii. A holder of a lower second class honours Bachelor’s degree of TU-K, or equivalent from
another university recognized by Senate with at least two (2) years of relevant
experience.
iii. A holder of a pass Bachelor’s degree and postgraduate diploma or equivalent from TU-K
or another university recognized by Senate;
iv. A holder of pass Bachelor’s degree from TU-K or another university recognized by
Senate with at least five (5) years of relevant experience;
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v. A candidate who has obtained a degree or equivalent qualification from other
institutions recognized by Postgraduate Studies Committee (PSC) and Senate as of
comparable academics status;
vi. In exceptional cases, the PSC and Senate may also admit to the Master’s degree
programme, non-holders of a first degree provided such candidates can, on the basis of
the research and academic work they have done, show that they are well qualified to
undertake postgraduate work by passing qualifying exams;
vii. A prospective candidate may be required to produce evidence of his/her competence to
work for the degree. The PSC and Senate retain the sole discretion to reject or approve
the admission of such candidates.
viii. In addition to producing evidence of eligibility for registration, a candidate for the
Master’s degree may be required to appear for interview by the
Faculty/School/Department concerned to determine their suitability for registration.
ix. A prospective candidate shall be required to fulfill specific requirements as maybe
stipulated respective department, school and/or faculty and approved by Senate in
regard to field of study.
x. A postgraduate diploma holder with credit and above admitted to Master’s degree
programmes may qualify for credit transfer in Master’s level courses already taken in
their postgraduate diploma programmes. Application for credit transfers shall be
channeled through the Chairperson of the Department for consultation with
Departmental Postgraduate Studies Committee (DPGSC), the School of Postgraduate
Studies Committee (SPGSC) and the Faculty Postgraduate Studies Committee (FPGSC)
and forwarded to the Director, School of Graduate and Advanced Studies (SGAS) with
recommendation for Senate approval
xi. Admission shall be confirmed by a letter from the Director, School of Graduate and
Advanced Studies (SGAS)
1.4.5 Doctoral Degree Programmes

An applicant must satisfy the following minimum requirements for admission to all Doctoral
degree programmes.
i. Be a holder of a master’s degree from TU-K or its equivalent from a recognized

university.
ii. Satisfy specific requirements of the relevant faculties/departments
1.4.6 Other Admission Requirements

Where applicable, this shall be determined within the respective department, recommended to
Faculty Academic Board (FAB) for Approval, and FAB forward for approval by university senate.
1.4.7 Procedure for Admission

When the University advertises the program, the applicant shall be expected to;
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i. Make an application for admission to the university to:
The Academic Registrar

Technical University of Kenya
P. O. Box 52428
00200 – City Square
Nairobi - Kenya
Telephone: +254(020) 343672, 2249974, 2251300, 251822, 2250522
Fax: +254(020) 2219689
Or
ii. Online using University official portal. Web: www.tukenya.ac.ke
The closing date for receiving applications shall be determined by the Senate from
time to time.
iii. An application shall be accompanied by;
a) Copy of academic certificates and identity card/passport.
b) Letter of recommendation from at least two referees.
c) A copy of bank slip for application fee.
1.5 ACADEMIC RESOURCES

1.5.1 Facilities and Equipment
i. Lecture rooms.
The University has adequate lecture and seminar rooms, which are well equipped with
chairs, tables and chalkboards/whiteboards.
ii. Library.
The TU-K library is fairly well stocked, with relevant textbooks, reference books and e-
books, and journals. TU-K Library subscribes to over 30,000 peer reviewed full text
electronic journals to support teaching, learning and research activities of the
University. These journals are available to students, staff and researchers of the
University through the campus-wide network. Articles that are not available in full text
from the listed databases can be ordered through the British Library Document Delivery
Services upon request to the library.
iii. Information and Communication Technology.
The University computer service center provides software and hardware support, and
extraction of pertinent information from both local and international databases. The
center offers training courses for undergraduate and postgraduate students.
iv. Laboratories.
TU-K has 2 computer laboratories for students majoring in Statistics and other
programmes
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Facilities
Item Number Capacity Usage
Specific to Department Shared
Conference Halls 2 200-500 - Yes
Lecture Rooms 10 50 - Yes
Lecturer’s Offices 10 6 - Yes
Laboratories
- Computer Lab. 3 20-100 - Yes
Internet Access Points

Others- library sitting 1 500 per
- Yes
space seating
Equipment and Teaching Materials (for the department)
Item Type Number Capacity Usage
Specific to Department Shared
Computers Dell 20 - Yes, Faculty

(PCs) of Applied
Sciences &
Technology
Lap Tops HP 1 1 0
LCD 1 1 0
Projectors
Overhead - - - - -
Projectors
Computer - - - - -
Software
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1.5.2 Academic Staff: Department of Statistics and Actuarial Science
Programme Leader
Levi Mbugua – Senior Lecturer, PhD (JKUAT); MSc (UoN); BED (Moi)
Full-Time Staff
1. Francis Gatheri –Professor, PhD, University Of South Wales; MSc, Bed, Kenyatta University
2. Thomas M. Onyango- Professor, PhD, University Of Leeds; MSc, UoN ; Bed Egerton
3. Pius Kihara-Lecturer, PhD, MSc, BSc, JKUAT
4. Mark Kimathi-Senior Lecturer, PhD, Kaiserslautern; MSc, BSc, JKUAT
5. Grace W. Gachigua-Lecturer, PhD, MSc, BED, Kenyatta University
6. Wycliffe Cheruiot, PhD, Moi; MSc, Kenyatta University; Bsc , Maseno
7. Moses Wamalwa, PhD, Msc, Bsc, University of Nairobi
8. Peter Cherutich- Assistant Lecturer, MSc, PGDip, University of Nairobi, BED, Moi
9. Ruth Mwangi-Tutorial Fellow, MSc., BSc, University of Nairobi
10. Ben Obiero Owino-, PhD, MSc, BSc., University of Nairobi
11. Catherine Mwangi-Lecturer, MSc, UoN, Bed, Kenyatta University
12. Emily Kirimi-Assistant Lecturer, MSc, BED, Kenyatta University
13. George Kahiga-Assistant Lecturer, MSc, BED, Kenyatta University
14. David Gachuhi-Teaching Assistant, BED, Egerton University
15. Richard Kiplimo-Tutorial Fellow-BSc, JKUAT, MSc, KU
16. Kithikii Kasungo, Msc, BeD, Kenyatta University
17. Kirimi Emily Karamuta, Msc, BeD, Kenyatta University
18. Atati Walter Bokea, Bsc, Maseno; Msc, KEMU
19. Peter O. Opeyo, BeD, Egerton; Msc, PAU
20. Anne Wanjiru Ndungu, Bsc, Msc, JKUAT
21. Robert Kasisi, Bsc, Msc, JKUAT
22. Ruth Mwangi, Bsc, Msc, University of Nairobi
1.6 PROGRAMMES OFFERED BY THE DEPARTMENT

1.6.1 List of all programmes offered by the department of Statistics and Actuarial Science
a) Diploma Programmes
i. Diploma in Technology (Applied Statistics)
ii. Diploma in Technology (Actuarial Science)
b) Bachelor’s Degree Programmes
i. Bachelor of Technology (Applied Statistics)
c) Master’s Degree Programmes
i. Master of Science in Mathematical Statistics
ii. Master of Science in Applied Statistics
d) Doctoral Degree Programmes
i. Doctor of Philosophy in Applied Statistics
1.6.2 Duration of Programmes

(i) Duration of study for all Diploma Programmes
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The duration of study for diploma programmes shall be a minimum of Three (3)
academic years
(ii) Duration of study for all Bachelor’s Degrees
The duration of study for bachelor degrees shall be:

Either:
a) Minimum of Four (4) academic years for holders of Kenya Certificate of
Secondary Education certificate or its equivalent
OR:
b) Minimum of Three (3) academic years for holders of diploma certificates
OR:
c) Minimum of Two (2) academic years for holders of higher diploma
certificates.
(iii) Duration of study for all Master’s Degrees

The duration of study for master degrees shall extend over a period of not less than
Eighteen (18) months, that is, six trimesters of 15 weeks each and no more than 4 years
that is twelve trimesters.
(iv) Duration of study for all Doctoral Degrees

(a) The duration of study for doctoral degrees shall extend over a period of a minimum
of three (3) academic years and not more than four academic years for full-time
students and not more than seven (7) academic years for part-time students, except
by special permission from senate as advised by the Faculty Academic Board.
(b) Registration shall be reviewed from time to time by the Doctoral Committee,
Continuance of candidacy shall depend on satisfactory academic progress
1.6.3 Definitions of Terminologies

i. Credit hours – One credit hour is equivalent to 16 lecture hours. 3 credit hours is
equivalent to 48 lecture hours.
ii. Lecture hours – physical hours that each lecture takes.
iii. Contact hours – hours that the lecturer and student work together.
iv. Course units – titles of study for each program.
1.6.4 Academic Year and Semester

An academic year is equivalent to two semesters.
1st semester– 4 months (September to December/ calculated from when programmes

starts)
2nd semester–4 months (January to April/ calculated from when the programmes starts)
3rd semester– 4 months (May to August / calculated from when programme starts)
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2.0 THE CURRICULUM
2.1 TITLE OF THE PROPOSED PROGRAMME
2.2 PHILOSOPHY OF THE PROGRAMME
The Philosophy of Diploma in Applied statistics is based on the understanding that appropriate
statistical skills and competence is relevant for technological advancement. In order to produce
these skilled personnel, the programme aims to equip learners with training in statistical theory
and methodology, instill statistical competence in using modern statistical software and
develop practical statistical skills. The Programme is anchored in the believe that
industrialization and economic development require relevant technical skills to enhance
productivity. The Diploma in in Applied Statistics programme is based on the principal that
students learn by manipulating ideas and interacting with others and that knowledge through
experiential learning is fundamental as a precursor to attaining technical skills. Thus, this
programme will combine theoretical and practical knowledge and experience to develop
knowledgeable, competent and high skilled graduates with capacity to design, implement, and
manage statistical issues and gain technical skills as they make choices and assist in solving
industrial and societal present and future challenges. The programme shall therefore impart
skills that are appropriate to the real world of work and aims to produce flexible graduates to fit
in the demand of the dynamic world.
2.3 RATIONALE OF THE PROGRAMME

2.3.1 NEEDS ASSESMENT
In the next five years, 59 percent of organizations will increase the number of positions
requiring data analysis skills. This is according to Data Analysis Skills report, sponsored by the
American Statistical Association. That is not all, according to IBM, annual demand for the fast-
growing new roles of data scientist, data developers, and data engineers will reach nearly
700,000 openings by 2022. What IBM predicts thus is that demand for data scientists will soar
28 per cent by 2022 With nearly half of the occupations becoming computerized within the
next ten years, one in three jobs will evolve into software, robots, and smart machines.
This new era of data technology will bring with it the need for very specific types of workers,
one of them being skilled data analysts. Data analysis skills are defined as the ability to gather,
analyse and draw practical conclusions from data, as well as communicate data findings to
others. The other most common functional areas for data analysis positions are accounting (71
per cent), human resources (54) and business administration (50 per cent). Usually, these are
full-time positions at mid-level management (79 per cent) and individual contributor (73 per
10
cent) levels. However, 60 per cent of organisations require senior management or executives to
have data analysis skills. Seventy two per cent of marketers consider data analysis skills vital to
surviving in today’s data-centric marketing landscape. The marketing industry supports this
sentiment, with a report from BlueVenn revealing the biggest “marketing skills gap” to be data
analytics. This report has now placed data analysis as the most important skill a person could
learn within the next two years. The advent of the big data era means data analytics has been
integrated into almost every application, software and platform. As businesses start to realise
the power of information to inform their business decisions, customer behaviours and
purchases, and the way they manage business productivity, they will make data a more integral
part of their operations – whether that be marketing, systems and technology, sales,
engineering, healthcare, or product development. However, data is useless to a company
without someone who has the skills to analyse it. This gives human resources personnel the
pressure to look for top talent who have strong data literacy skills, in other words – are
competent in sourcing, manipulating, managing, and interpreting data – including numbers,
text and images. 60 per cent of organisations want senior leadership to have data analysis skills.
Characteristics of data analytics is not just being good with numbers, but also be a problem
solver, out-of-the-box thinker and a strong communicator.
In Kenya for instance, the career is gaining much momentum if the online search results of data
analyst job opportunities available is anything to go by. To remain relevant, businesses are
forced to carry out serious research to improve their operations. These requires on a large
extend the input of a data analyst to inject in such skills as analytical skills to deal with data
analysis, communication skills to help in presenting the findings in understandable form, critical
thinking for data interpretation and drawing of relevant inference and strong mathematical
skills to estimate numerical data
Many professionals, project/progamme managers, graduate and postgraduates’ students
struggle with statistical data analysis, yet programmes/projects always demand for these
practical skills. This programme is designed to break these barriers in using statistical
approaches and enhance one's knowledge and skills in statistical data analysis.
2.3.2 JUSTIFICATION OF THE NEED FOR THE PROGRAMME

Applied statistics is a professional discipline, which can be viewed as both science as well as art.
Its science aspect lies in providing theoretical background, theoretical techniques and
algorithms for solving real life problems. Many of the business decision-making processes are
mainly dependent on the results obtained by algorithms. Well defined algorithms for the
different statistical methods where necessary and the workings of different statistical
techniques with fitting statistical software’s are utilized. Some of the environmental decisions
are probabilistic in nature; simulation, which helps researchers deal with such situations, is now
extensively used and relied upon in solving real life problems. As art, its success in all the
phases preceding and succeeding the solution of the mathematical model depends largely on
the creativity and personal abilities of the experts.
The course is designed to produce a practical hands-on statistician cutting edge computing
skills. The graduates are expected to carry out research and apply statistical data analysis to
problems in the various sectors of the economy. These include but are not limited to; research
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institutions, education, business, industry, financial services, medicine, information technology
in the public, corporate, non-governmental organizations, multinationals, and multilateral
United Nation bodies. In line with the country’s Vision 2030 national goals, the diploma
graduates who are not absorbed in the formal job market are expected to start small-scale
consultancy businesses in statistical data analysis.
2.4 GOAL OF THE PROGRAMME

The overall goal of the Diploma in Technology in Applied Statistics programme is to provide
practical skills as well as fundamental knowledge of application of statistics in various fields. The
specific objectives includes-
1. Provide a sound foundation in the principles and practice of Statistics with emphasis on
Practical data collection, organization, presentation, analysis and Interpretation
2. Equip the student with broad based knowledge and skills in statistics
3. Equip the graduates for employment in public or private sectors; or self- employment
4. Prepare the candidate for undergraduate studies in Statistics.
2.5 EXPECTED LEARNING OUTCOMES

(i) Demonstrate statistical competence that promote professionalism in the use of
statistics
(ii) Apply appropriate statistical skills in solving day to day problems in the work place
(iii) Interpret research findings, make appropriate inferences and disseminate the findings
recognizing the implications
2.6 MODE OF DELIVERY
The program will be delivered through face-to-face learning, tutorials, presentations, practical
and case studies.
2.7 ACADEMIC REGULATIONS FOR THE PROPOSED PROGRAMME

2.7.1 ADMISSION REQUIREMENTS
A student wishing to pursue Diploma in Technology in Applied Statistics must satisfy the
minimum requirements set for admission.
Either
i. Has obtained an average grade of C in mathematics and at least an average grade C- in
the Kenya Certificate of Secondary Education (KCSE) or its equivalent. In addition, the
applicant is expected to have obtained at least a grade C- in each of the cluster subjects
in following cluster of subjects in KCSE examinations.
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Cluster Subjects
1. Mathematics
2. English
3. Any group II or any group III
4. A group II subject or a group III subject or any group IV or any group V
KCSE Subject Grouping

Group I: English, Kiswahili, Mathematics
Group II: Biology, Physics, Chemistry
Group III: History and Government, Geography, Christian Religious Education, Islamic
Religious Education, Hindu Religious Education
Group IV: Home Science, Art and Design, Agriculture, Aviation Technology, Computer
Studies
Group V: French, German, Arabic, Music, Business Studies
OR
ii. Be a holder of the Kenya Advanced Certificate of Education (or equivalent examination)
certificate with a subsidiary pass in any of other subjects with a credit pass in English at O-Level
OR
iii. Be a holder of a Certificate or Advanced Certificate in Technology with a credit pass of the
Kenya University of Kenya or an equivalent qualification from any other recognized institution.
2.7.2 EXEMPTION FROM ANY COURSES IN THE PROGRAMME

(i) The point of entry into the programme for candidates with qualifications other than
KSCE shall be approved by Senate on the recommendations of the Academic Board of
the School of Mathematics and Actuarial Sciences and the Faculty Academic Board, and
shall be based on the qualifications of the applicant
(ii) Where a candidate wishes to be exempted from any course or courses of study, such
candidate shall make a written formal application to the Registrar (Academic) justifying
the request and attaching evidence of the credentials, which support such request. Such
a candidate may be required to sit and pass an exemption examination set,
administered by the Department of Statistics and Actuarial Science, and approved by
the Senate.
(iii) Based on the assessment of the exemption examination, the School Academic
Board shall make its recommendation to the Academic Board of the Faculty of Applied
Sciences and Technology. On approval of such recommendation by the Faculty
Academic Board, the Board shall forward its recommendation to the Senate for further
consideration.
(iv)The decision of the Senate shall be communicated to the Faculty Academic Board who in
turn shall communicate the decision to the candidate
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2.7.3 COURSE REQUIREMENTS
(i) Students class attendance
A candidate for the Diploma shall be required to attend not less than 75% of the total
contact hours of each of the prescribed courses. The fulfillment of the requirement shall
be a condition for admission to the examinations for the course at the end of the
respective semester of study.
(ii) Obligation of the Lecturer

A lecturer is mandated by the University to give lectures to students as stipulated by the
curriculum of study. The lecturer shall provide all course instructional materials in time;
and shall also examine, mark and award scores, as is common practice in all institutions
of learning, based on the curriculum. The lecturer shall ensure that all work destined for
a semester is covered in time and that students are ready to take examinations.
2.7.4 LEARNERS ASSESSMENT POLICY/CRITERIA

Course Units
a) Courses shall be evaluated in terms of course units. A course unit shall be defined as
comprising of 48 contact hours made up as four (4) hours of lecture/tutorial/practical
per week for twelve (12) weeks. All other course units shall be taken as a proportion of
one unit of 48 contact hours.
b) The complete assessment of a course unit shall consist of Course work, comprising of:
Continuous Assessment Tests (CATs), assignments/presentations and
practical’s/exercises.
c) Course work shall constitute 30% while written end-of semester examinations constitute
70% of the total marks in the lecture-based course units.
Course Work
(i) Coursework for a course shall be by continuous assessment and shall be defined as
comprising of any laboratory work, fieldwork, general assignments, and continuous
assessment tests (CAT’s).
(ii) Practical exercises and industrial attachment assignments shall be examined as part of the
respective year of study. A candidate shall complete all such exercises satisfactorily before
graduating.
End of Semester Examinations

a) All courses taken in a given semester shall be examined by ordinary university
examinations at the end of that semester unless otherwise stated.
b) A written ordinary examination for one course unit, where it applies, shall extend over
a minimum of two (2) hours. A course with more than or less than 48 contact hours
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shall generally be examined for a duration proportional to the two (2) hours for one
course unit, such as:
36 contact hours - 1.5-hour examination
96 contact hours - 2 papers of 2 hours duration in each case
c) The pass mark in each course of study shall be forty percent (40%) and shall be
obtained by aggregating marks obtained in coursework and the written examination.
Research Project
a) Each candidate shall submit a proposal through his/her supervisor for approval by the
department.
b) Each research candidate will submit a project dissertation at the end of the third year
of study detailing the research findings and results as per the research project.
c) The project shall be equivalent to 2 course unit of 96 hours spread over two
semesters
Special Examinations
a) A candidate who fails to take prescribed examinations on medical grounds or other

justifiable grounds, may, on the recommendation by the School Board of Examiners and
the Faculty Academic Board, be allowed by Senate to take special examinations on a
date prescribed by the Faculty Academic Board.
b) Examinations taken under this clause shall be treated in the same way as an ordinary
university examination and shall be graded in full.
Supplementary Examinations
a) A candidate who obtains an aggregate mark of not less than 40%, and has failed in not
more than the equivalent of one-third (1/3) of all the course units for the particular year
of study taken shall, on the recommendations of the School Board of Examiners and the
Faculty Academic Board and approval by the Senate, be allowed to take supplementary
examinations in the failed courses within three months from the date the examination
results are declared by the School Board of Examiners.
b) A pass obtained in a supplementary examination shall be entered as 40%, which shall
then also be the mark entered in the candidate’s official academic record.
c) Where a candidate has obtained a pass in a supplementary examination, the mark as
adopted at 40% shall be used to calculate a new aggregate mark for the candidate, such
aggregate mark shall then be the one officially adopted.
Repeat
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a) A candidate who:
i. Has failed more than the equivalent of one-third (1/3) but not more than the equivalent
of two-thirds (2/3) of the course units taken and has obtained an aggregate mark of not
less than forty per cent (40%),
OR
ii. Has an aggregate mark of less than forty per cent (40%) and has failed in not more than
two-thirds (2/3) of the course units taken,
OR
iii. Has failed a supplementary examination,
shall, on the recommendations of the School Board of Examiner and the Faculty
Academic Board and approval by the Senate, not be allowed to proceed to the next year
of study, or in the case of a candidate in the final semester, not be allowed to graduate,
but shall instead be required to re-take the failed courses in the next academic year.
b) A re-take examination shall consist in the candidate taking the full prescribed course of
study for the course units including lectures, coursework, continuous assessment tests,
all other assignments, and the examination.
c) A candidate who fails in the project dissertation will be allowed to resubmit the work
within three months of the date the examination results are released. In case of a failed
resubmission, the candidate may be allowed to retake the course in the next relevant
semester of study.
d) A candidate who fails in a practical course shall re-take the course when next offered.
e) A pass obtained in a re-submitted and re-take examination shall be entered as forty per
cent (40%), which shall then also be the mark entered in the candidate’s academic
record.
f) Where a candidate has obtained a pass in a re-take examination, the mark as adopted at
40% shall be used to calculate a new aggregate mark for the candidate; such aggregate
mark for the candidate; such aggregate mark shall then be the one officially adopted
Discontinuation from Course of Study
A candidate who:
a) has failed to take prescribed examinations without justifiable grounds in the
respective year of study;
OR
b) has failed in more than two thirds (2/3) of the course units taken in the respective
year of study;
OR
c) has failed in a re-take examinations and or a resubmission;
OR
d) has exhausted the maximum period allowed for registration on the course or part
thereof without passing the prescribed examinations, shall, on the recommendation
of the School Board of Examiners and the approval of Senate, be discontinued from
the course of study.
16
2.7.5 GRADING SYSTEM
a) The aggregate mark (X) obtained for any given course shall be graded as follows:
X ≥ 70% - A
60% ≤ X < 70% - B
50% ≤ X < 60% - C
40%≤ X < 50% - D
X < 40% - F
b) Except as may be hereinafter provided, in order to be allowed to proceed to the next
year of study, a candidate shall have passed in all the courses taken in the current year
of study.
2.7.6 COMPENSATION OF MARKS

(i) A mark of at least 38% but less than 40% inclusive may be considered qualified for the
rule of compensation, provided that the candidate has an aggregate mark of at least
50%.
(ii) Compensation may be allowed in a maximum of equivalent of two course units only and
shall be applied by taking two marks in a passed subject with a mark above 50% to make
up for every failed mark, provided that the grade of the subject from which the marks have
been removed shall not be degraded.
(iii) After compensation, the candidate’s new aggregate mark shall be calculated on the
basis of the individual course marks given after compensation and a candidate’s diploma
shall be graded according to the newly calculated aggregate.
2.7.7 EXAMINATION REGULATIONS
Examination and Research Malpractices

The following academic malpractices are considered serious and any student found guilty of
committing any of them shall be liable to discontinuation or expulsion from the University. It
shall be an offence for a learner or candidate involved in an examination to:
i. Sit or attempt to sit the examination without valid documentation.
ii. Enter the examination room later than half an hour after the examination or test has
commenced.
iii. Leave the examination room earlier than half an hour after the examination has
commenced except in emergencies with the express permission of the invigilator.
iv. Carry out a conversation or any other communication with another student or candidate
once the examination has commenced.
v. Indulge in any disruptive conduct including, but not limited to, shouting, assault of another
student or candidate, using abusive and or threatening language, destruction of university
property or the property of another student or candidate.
vi. Take out of the examination room answer booklet(s), used or unused.
17
vii. Neglect, omit or in any other way fail to follow lawful instructions or orders issued by the
Invigilator.
viii. Physically assault or insult an Invigilator or any university official involved in the conduct of
the examination
ix. Take into the examination room, in person or by an agent, unauthorized materials including,
but not limited to, plain examinations, condensed or summarized notes, books, and
handkerchiefs on which information is written or information written on any part of the
unit, recording apparatus, mobile phones or any unauthorized electronic equipment.
x. Copy from any other candidate or student.
xi. Involve oneself in plagiarism, that is:
 Pass off the words or ideas of someone else as his or her own without proper
acknowledgement or crediting the original source.
 Replicate one’s own work which one has presented elsewhere for assessment.
xii. Aid and/or abet another candidate or student to copy from a script or book of another
person.
xiii. Exchange answers with another candidate or student in or outside the examination room.
xiv. Collaborate with another candidate or student in the examination room to use telephone
discussions and share material including calculators and other electronic equipment.
xv. Import into the examination room, in person or by agent, a pre-prepared answer script or
booklet.
xvi. Substitute an answer script or booklet prepared outside the examination room for the one
already submitted to the Invigilator or Examiner.
xvii. Falsify or alter marks awarded on an examination script or book.
xviii. Impersonate another student or candidate.
xix. Procure or induce another person to sit for his or her.
xx. Utter false documents in relation to eligibility to sit University examinations.
xxi. Sit or attempt to sit an examination without authority.
xxii. Deliver to the Examiner’s office or residence an examination script or booklet outside
the scheduled time for delivery without due authority.
xxiii. Fraudulently receive examination or questions which have been illegally procured or
made available.
xxiv. Fraudulently access or attempt to access examination questions before the examination
is due.
xxv. Pay or induce another person to illegally procure or make available examination
questions or examinations.
Disciplinary Procedures and Penalties

i. The Faculty Examination Disciplinary Committee shall be properly constituted as
stipulated elsewhere in this policy document and shall comprise of a Chairperson and
five (5) other members. The membership of the Committee shall be drawn from the
Dean, Directors and Heads of Departments in each Faculty/School/Institute. Quorum of
the Committee shall be three (3) members present.
18
ii. The Committee shall thereafter and within a reasonable time, hold an enquiry while
ensuring that both sides are heard and that persons required to be witnesses do not sit
as members of the Committee.
iii. The student or candidate shall be required to appear in person before the Faculty
Examination Disciplinary Committee and identify himself or herself as the subject of the
proceedings. The member of staff or the Invigilator privy to the alleged irregularity shall
also be present.
iv. The student or candidate shall be informed by the Chairperson of the Committee the
allegations leveled against him or her and the Rule in the Rules on Examination
Irregularities he or she is alleged to have breached. In addition, he or she shall be
informed of the possible punishments.
v. The student or candidate shall be allowed to orally respond to the allegations, or
submit a written statement, if she or he so wishes. He or she may also wish to rely on a
statement or defense submitted to the Chairman earlier on (if any).
vi. If the student or candidate admits to have indulged in the said irregularity, the
committee shall be at liberty to consider the imposition of the penalties described
hereinabove taking into consideration the nature, gravity of the offence, the mitigating
factors and the evidence available thereof. Further:-
 Where a student or candidate is alleged to have been found with unauthorized
materials, the materials shall be brought before the Committee and the member of
staff making the report shall be present to verify the alleged materials.
 The Committee shall then deliberate in the absence of the student or candidate and
the Member of Staff or Invigilator making the report. A decision shall be made with
regard to the penalty and the Committee’s reasons shall be assigned to the decision.
 The Committee’s decision shall be forwarded to the Chairperson of Senate through
the DVC in charge of academic affairs for information or for any other decisions
apart from discontinuation from the university. Where, on the face of the record,
Senate Examinations Appeals Committee realizes that the Faculty Examination
Disciplinary Committee erred in its decision; the Senate shall have the right to
review the decision.
vii. If the student or candidate denies any involvement in the alleged examination
irregularity, the member of staff or Invigilator reporting the irregularity shall present
the facts and evidence constituting the irregularity to the Faculty Examination
Disciplinary Committee in the presence of the student or candidate. Further:-
 Where the student or candidate is alleged to have been found with unauthorized
materials, the materials shall be brought before the Committee and the member of
staff making the report shall confirm in the presence of the student or candidate
whether they are the materials he or she is alleged to have found in possession of
the student or candidate.
 The student or candidate shall be given an opportunity to respond to the allegations.
If he/she disagrees, he/she will be given an opportunity to present his/her defense.
The Chairperson of the Committee may call witnesses whose presence he/she
considers important for the just and fair disposal of the case.
19
2.7.8 MODERATION OF EXAMINATIONS
(i) The lecturers will deliberate on the following to moderate the examinations:
a) Coverage of course content in the relevant semester.
b) Adherence to Blooms taxonomy- Knowledge, Comprehension, Application, Analysis
and Evaluation.
c) Validity of the questions:
- Do they measure?
- What are they supposed to measure?
- How broad is the domain to be tested?
- How complete is the coverage?
d) Utility - The purpose of the assessment and what to be assessed.
- The duration of the examination.
- The group to be assessed.
e) Credibility - Are the scores to be reported in relation to those of other examinations
on fixed standard?
- Are the results believable?
f) Fairness - This involves provisions made for students with limited proficiency e.g.
language.
- Are the tests items gender or culturally biased?
g) Reliability - consistency between test items, between earlier and later measures,
between skills and qualities
h) Formatting question items
-Descriptive
- Discussion
-Evaluation/questions – answered in essay form.
- Exercises
(ii) Internal examiner:
a) Shall award CAT marks and examination marks following the laid down criteria.
b) Shall hand in marks for moderation by the department.
c) May be asked by the department to review the marks upwards or downwards
depending on the circumstances that warrant such a review.
External examiner:
a) Shall receive all the departmental scripts, and their marking schemes.
b) Shall go through the scripts to ascertain the validity of the scores.
c) May review the marks upwards or downwards if necessary.
d) Shall write a report about the examination to the department to assist in examination
marking and moderation.
e) The reviewed marks by the external examiner shall be taken as the final marks in a
particular course unit.
20
2.7.9 GRADUATION REQUIREMENTS
A candidate shall be awarded a Diploma in Technology (Applied Statistics) of the
School/Faculty, if:
(i) He/she has pursued such study as may be approved by Senate.
(ii) Senate may extend the period of study only on special circumstances as Senate may
from time to time determine.
2.7.10 AWARD, DESIGNATION AND CLASSIFICATION OF THE DIPLOMA

(i) Designation of the Diploma
The Diploma to be awarded under these regulations shall be the Diploma in Technology
(Applied Statistics) abbreviated as Dip.Tech (Applied Statistics).
Classification of the Diploma

(a) The classification of the diploma will be computed from the first, second and third years
results.
(b) A candidate who qualifies for the award of the diploma shall be placed in one of the four
classes to be described as Distinction, Credit (Upper or Lower Division) and Pass.
(c) The classification of the final award shall be based on the final aggregate mark (X) and
shall be as follows:
Distinction - X ≥ 70%
Credit (Upper Division) - 60% ≤ X < 70%
Credit (Lower Division) - 50% ≤ X < 60%
Pass - 40% ≤ X < 50%
Fail - X < 40%
2.8 COURSE EVALUATION

(i) Curriculum content - whether it is enough to be covered in 12 weeks of a semester or
not.
(ii) Teaching approach - methods that enable coverage of the curriculum in a semester or
lectures and practical methods.
(iii) Resources - books both primary and secondary, laboratory equipment, computers.
(iv) Infrastructure – lecture rooms, laboratories, computer rooms.
(v) Assessments - through CATs, end of semester exam.
2.9 MANAGEMENT AND ADMINISTRATION OF THE PROGRAMME

(i) The program is housed in the Department of Statistics and Actuarial Science under the
School of Mathematics and Actuarial Sciences in the Faculty of Applied Sciences and
Technology.
21
(ii) The Chairman of the Department and staff shall take charge of administering the
program.
(iii) Quality assurance mechanisms are put in place through, coverage of course content,
preparation of course outlines continuous assessment tests and end of semester
examinations.
2.10 COURSES/UNITS OFFERED FOR THE PROGRAM

2.10.1 Year I Courses
Coding
SMSF 1234
S: Faculty of applied Sciences
M: School of Mathematics and Actuarial Science
S: Department of Statistics and Actuarial Sciences
F: Programme code –Diploma in Technology in Applied Statistics
1: Year of study
2: Semester of study
3: Area of specialization/course theme (0, University common course; 1: Research; 2: Statistics;
3: Mathematics; 4: Computer; 5: Project; 6: Economics; 7: Business & Finance; 8:
Actuarial)
4: Unit number
YEAR I
Semester I Credit
Unit Code Course Unit Hours Units Hours
UCCC 1101 Communication Skills 48 1 3
SMSF 1131 Basic Mathematics I 48 1 3
SMSF 1121 Introduction to Statistical Theory 48 1 3
and Methods
SMSF 1171 Financial Accounting 48 1 3
SMSF 1161 Introduction to Micro Economics 48 1 3
SMSF 1141 Computer Applications 48 1 3
SMSF 1181 Fundamentals of Financial 48 1 3
YEAR I Mathematics
Semester II TOTAL Semester I 336 7 21
Credit
UCCC 1201 Health Education 48 1 3
SMSF 1231 Basic Mathematics II 48 1 3
SMSF 1221 Probability and Statistics I 48 1 3
SMSF 1271 Cost Accounting 48 1 3
SMSF 1261 Introduction to Macro Economics 22 48 1 3
SMSF 1241 Information Systems 48 1 3
TOTAL Semester II 228 6 18
TOTAL YEAR I 624 13 39
YEAR II
Semester I Credit
SMSF 2131 Differential Calculus 48 1 3
SMSF 2121 Probability and Statistics II 48 1 3
SMSF 2122 Statistical Demography 48 1 3
SMSF 2171 Principles of Management 48 1 3
SMSF 2161 Intermediate Micro Economics 48 1 3
SMSF 2123 Statistical Computing 48 1 3
TOTAL Semester I 288 6 18
YEAR II
Semester II Credit
Unit Code Course Unit Hours Unit Hours
SMSF 2231 Integral Calculus 48 1 3
SMSF 2221 Statistical Inference 48 1 3
SMSF 2211 Research Methods 48 1 3
SMSF 2271 Managerial Accounting 48 1 3
SMSF 2261 Intermediate Macro Economics 48 1 3
SMSF 2241 Structured Programming 48 1 3
YEAR II
Semester III Credit
SMSF 2351 Industrial Attachment 432 4.5 13.5
TOTAL Semester III 432 4.5 13.5
TOTAL YEAR II 1008 16.5 49.5
YEAR III
Semester I Credit
SMSF 3131 Numerical Linear Algebra 48 1 3
SMSF 3121 Time Series Analysis and Forecasting 48 1 3
SMSF 3122 Quality Control and Acceptance Sampling 48 1 3
SMSF 3123 Operation Research I 48 1 3
SMSF 3124 Design And Analysis of Experiments
23 48 1 3
SMSF 3171 Taxation 48 1 3
SMSF 3141 Database Systems 48 1 3
TOTAL Semester I 336 7 21
YEAR III
Semester II Credit
Unit Code Course Units Hours Unit Hours
SMSF 3231 Ordinary Differential Equations 48 1 3
SMSF 3221 Operation Research II 48 1 3 2.11
SMSF 3222 Regression Analysis 48 1 3 Programme
SMSF 3232 Project in Statistics 96 2 6 learning
SMSF 3261 Economic Development and 48 1 3 outcome
Planning Matrix
SMSF 3241 Data Communication and 48 1 3
Computer Networks
TOTAL YEAR III 672 14 42
TOTAL YEAR I-III 2304 43.5 130.5
LEARNING Year 1 Year 2 Year 3
OUTCOMES
Programme Learning Outcomes
courses Credit Courses Credit courses Credit
hours hours hours
PLO 1 SMSF 1161: SMSF SMSF 3121: Time Series
Demonstrate Introduction to 2121 :Probabil Analysis and Forecasting 4
statistical Micro Economics 4 ity and 4 SMSF 3122: Quality
competence SMSF 1181: Statistics II Control and Acceptance
that promote Fundamentals of SMSF 2172 Sampling 4
professionalism Financial Principles of 4 SMSF 3222 Project in
in the use of Mathematics 4 Management Statistics 4
statistics 2351 Industrial 4 SMSF 3241Data
Attachment Communication and
Computer Networks 4
PLO 2 SMSF 1121 SMSF 2123 SMSF 3124 Design And
Apply Introduction to Statistical Analysis of Experiments 4
appropriate Statistical Theory Computing 4 SMSF 3141 Database
statistical skills and Methods SMSF 2241 Systems 4
in solving day 4 Structured SMSF 3222 Project in
to day Programming 4 Statistics 4
problems in the SMSF 2351 SMSF 3241Data
work place Industrial Communication and
Attachment 4 Computer Networks 4
PLO 3 UCCC 1101: SMSF 2211 SMSF 3222 Project in
Interpret Communication Research Statistics 4
research Skills 4 Methods 4 SMSF 3241Data
findings, make SMSF 1241 SMSF 2351 Communication and
appropriate Information Industrial Computer Networks 4
inferences and Systems 4 Attachment 4
disseminate the
24
findings
recognizing the
implications
2.12 DURATION AND STRUCTURE OF THE PROGRAM
a) The curriculum for the Diploma shall extend over a period of not less than three academic
years of study;
b) A candidate enrolled for the Diploma shall satisfactorily complete such curriculum in a
period of not more than six years.
c) Each academic year shall normally be divided into two semesters of fifteen (15) weeks each.
The fifteen weeks shall be divided into twelve (12) weeks of teaching and three (3) weeks of
examination. After the end of second and third years of study, a candidate shall have
twelve (12) weeks, during which he/she shall take a period of industrial attachment
conducted as provided for in the curriculum
d) A candidate shall satisfactorily complete such coursework, continuous assessment tests,
and practical assignments as may be prescribed in the scheme of study. Satisfactory
completion of such requirements shall be a condition for admission to the examinations at
the end of the respective semester of study.
e) All courses of study in each year of study shall be compulsory, except for cases where the
candidate will have been exempted from taking certain courses in accordance with sub-
section 2.7.2 (ii).
The distribution of the contact hours by subject areas is as indicated in the table below:
Subject Area Nominal Contact Units % Nominal % Contact Hrs. /
Hours Hours Hrs. /Units Units
Common courses 96 96 2 4.16% 4.59%

Social Sciences 576 576 12 25% 27.58%
Statistics 624 624 13 27.08% 29.88%
Mathematics 288 288 6 12.5% 13.79%
Computer 192 192 4 8.33% 9.195%
Project in Statistics 96 96 2 4.16% 4.59%
Industrial Attachment 432 216 4.5 18.37% 10.11%
TOTAL 2352 2136 44.5 100 100
2.13 DESCRIPTION OF COURSE CONTENT
YEAR I
SEMESTER I
25
UCCC 1101 COMMUNICATION SKILLS 48 hrs.
Prerequisite None
Purpose of the Course:
To equip the learner with skills that will enable them to communicate more effectively, orally and
in writing. Learners will also develop study skills, writing and reading skills, not only for their
academic work but also for future careers and life.
Expected Learning Outcomes:
The learner should be able to:
i. Apply communication skills that will enhance efficiency in academics and other functional
areas in life.
ii. Apply reading and writing skills effectively in course of their studies and later in life.
iii. Use library skills to search for information.
iv. Demonstrate correct study habit.
Course Content
Introduction; purpose, principles and process of communication. Barriers to effective

communication, communication media, Theories of Communication, Communication models.
Lines of communication, Organizational structure. Formal and Informal communication. Oral
communication; self-starting skills, Oral presentation and public address, meetings, interviews.
Listening Skills, Writing skills; Note taking, Summaries, letters, memorandums, Reports, e-mails,
notices, adverts and minutes. Speech writing and presentation, phonetics, etiquette general use
of telephone, visual communication, persuasive communication. Other forms; Audio-visual
presentations, visual and traditional methods. Communication technology.
Mode of Delivery
Lectures, practical, group discussions, case studies, presentations, exercises.
Instructional materials / Equipment
Whiteboard, lecture notes, handouts, audio visual aids, computers
Recommend Reading Materials
1. Adler, R., Proctor, R. and Towne, N. (2005). Looking Out/Looking In, 11th ed. Belmont, CA:
26
Wadsworth.
2. Jaffe, C.I. (2004). Public Speaking: Concepts and Skills for a Diverse Society 4th edition.
Belmont, CA: Wadsworth.
3. Matthew, M., Martha, D. and Patrick, F. (2009). Messages: The Communication Skills
Book, New Harbinger Publications, USA
4. Rothwell, J.D. (2004). In Mixed Company: Communicating in Small Groups and Teams, 5th
edition, Belmont, Ca: Thomson/Wadsworth.
5. Stephen, D. (2011) The Leader's Guide to Storytelling: Mastering the Art and Discipline of
Business Narrative, Jossey-Bass publishers. USA
References Recommended For Further Reading
1. Annie, M., Richard, E. and Fran, J. (2008). Becoming a Resonant Leader: Develop Your
Emotional Intelligence, Renew Your Relationships, Sustain Your Effectiveness. Harvard
Business Review Press. Pennsylvania
2. Bernard, S. and Hughes, K.T., (2001). Writing, Speaking and Communication Skills for
Health Professionals. Sage Publishing.
3. Joel, W. D. (2006). The Professional Communications Toolkit, SAGE. Florida
4. Kerry, P., Grenny, J., McMillan, R. and Al Switzler (2011). Crucial Conversations Tools for
Talking When Stakes Are High. McGraw-Hill, New York
5. Moss, B., (2007). Communication Skills for Health and Social Care. Sage Ltd
SMSF 1131 BASIC MATHEMATICS I 48 hrs.
Prerequisite None
This course aims at engaging students with several algorithmic techniques and concrete
problems arising in elementary number theory and graph theory

i. Solve simultaneous equations and determine linear laws
ii. Apply laws of indices and logarithms when evaluating expressions
iii. Solve quadratic and cubic equations
iv. Solve problems on permutations and combinations and on binomial theorem
27
v. Solve problems in Arithmetic and Geometric progressions
Course Content
Indices, logarithm and surds. Transposition of formulae. Algebraic expressions, Algebraic

equations. Linear graphs, equations and applications. Quadratic equations and graphs. Cubic
equations and graphs. Remainder theorem, Factor Theorem. Permutations, Combinations,
Applications of Binomial Expansion. Sequences; Arithmetic progression, Geometric
progression
Mode of Delivery
Course Assessment
Student Performance
Combination of continuous assessment tests (CAT) (minimum of two sit-in tests), individual
assignment, Tutorials, practicals, seminar presentation and end of semester examinations.
Assessment of lecturer’s performance
Observation of the lesson by Head of Department and other lecturers, evaluation forms
completed by students.

1. Elias, Z., E. (2006) Basic Concepts of Mathematics. University of Windsor, The zakon
series of mathematics analysis
2. Kelley,M. (2011) The Humongous Book of Basic Math and Pre-Algebra Problems.
ALPHA
3. Legner, P. (2012). The World of Mathematics. Mathigon
4. Serge, L. (1998) Basic Mathematics. Springer
5. White, W. F. (1908). A scrap-book of elementary mathematics: notes, recreations,
essays. Cornell University
6. Whitehead, A. N (1991). An Introduction to Mathematics. Williams & Northgate

1. Castle, F. (2007) Practical Mathematics for Beginners. Macmillan and co 1905
2. Chen, W. L and Duong, X.T (1999) Elementary Mathematics. Macquarie University
3. Gilston, K. C. (2009) Practical Mathematics. Chambers 1914
4. Herbert, E.C. (2002) Elements of Applied Mathematics. Ginn and Company 1911
28
5. Nonresident Training Course (2003). Mathematics, Basic Math and Algebra. Naval
Education and Training, Professional Development and Technology Center
6. Zafran, L. (2009) Math Made a Bit Easier: Basic Math Explained in Plain English. Create
Space
INTRODUCTION TO STATISTICAL THEORY AND

SMSF 1121 48 hrs.
METHODS
Prerequisite None
To introduce the learner to the basic concepts of statistics and to demonstrate the role of
stati sti cs in scientific studies and research.

i. State the different methods of collecting data
ii. Organize statistical data
iii. Discuss the different levels of measurements
iv. Compute measures of centrality, dispersion and moments stating their properties
Course Content
Definition and nature of statistics. Sources and methods of data collection. Concepts of
random variables. Discrete and continuous random variables. Classification and processing of
data. Frequency distributions. Measures of central tendency and dispersion. Moments,
Expectation, variance, skewness and kurtosis. Representation of data: Pie charts, Bar graphs,
Histogram, Frequency polygon, Orgive.
Mode of Delivery
Course Assessment
Student Performance
29

1. Fang, X. and Lu, L. (2005) Probability and Statistics. Dongfeng Li, Higher Education
Press
2. Mendenhall, W., Beaver, R.J and Beaver, B.M (2012) Introduction to Probability and
Statistics. Cengage Learning
3. Morris H. DeGroot and Mark Schervish (2001), Probability and Statistics, Addison
Wesley, 3rd edition.
4. Rice, J. A (1994), Mathematical Statistics and Data Analysis, 2nd edition, Duxbury
Press

1. Craine, L, William, B.,De Veaux, R., Velleman, P. and Bock, D (2014). Intro Stats.
Student Solutions Manual. Pearson/Addison-Wesley, New York
2. Dekking, F.M., Kraaikamp, C., Lopuhaä, H.P., Meester, L.E. (2005) A Modern
Introduction to Probability and Statistics. Springer Texts in Statistics
3. De Veaux, R, Velleman, P., and Bock, D. (2014). Intro Stats with DVD. 4th ed.
Pearson/Addison-Wesley New York.
4. Montgomery, R. (2007). Engineering Statistics. Wiley,
5. Wackerly, D., William, M and Scheaffer, R. (2007) Mathematical Statistics with
Applications. Cengage Learning
SMSF 1171 FINANCIAL ACCOUNTING 48 hrs.
Prerequisite None
To help the learner develop the understanding of what financial statements contain and how to
use them to assess a company’s profitability and financial position. It will lead to improvement
in the learner numeracy skills and further provide him/her with background skills for future
business studies.

(i) Acquire skills for using accounting as a tool for planning, organizing, controlling and financial
decision making processes.
(ii) Acquire skills for analyzing and interpreting financial reports /statements for the purpose of
making useful management decisions. prepare themselves
30
(iii) Acquire positive attitudes required of patriotic citizens in matters such as regular payment
of tax, customs obligations due to individual organizations etc
(iv) Apply basic accounting principles in modern business using manual, mechanical and
computerized systems of financial statement reporting
Course Content
Introduction to basic accounting equation, balance sheet, Business Transactions; source

documents: the functions and relationships of basic business documents; statements of
accounts; Introduction to T-accounts and the concept of double entry, trial balance; correction
of errors and suspense accounts; Books of accounts; bank reconciliation; Ledgers; control
accounts; Final Accounts: Sole proprietorship; revenue receipts, capital and revenue
expenditure, bad debts and provision for doubtful debts, prepayments, accrued expenses,
depreciation provisions (straight line and reducing balance methods), sale of fixed assets,
preparation of trading, profit and loss accounts and the balance sheet.
Mode of Delivery

1. Jame D. Stice, Earl K. Stice and Fred Skousen (2009) Intermediate Accounting
2. Loren A. Nikolai, John D. Bazley and Jefferson P. Jones (2009) Intermediate Accounting
3. Carl S. Warren, James M. Reeve and Jonathan Duchas (2007) Principles of Accounting
4. Belverd E. Needles, Marian Powers and Susan V. Crossen (2007) Principles of
Accounting
1. Doussy, F. (2017) ABOUT FINANCIAL ACCOUNTING (6th Edition), Volume 2
2. Journal of Financial Reporting and Accounting Issue 1, 2013
3. Journal Accounting Education(JAEd)-Elsevier
SMSF 1161 INTRODUCTION TO MICRO ECONOMICS 48 hrs.
Prerequisite None
To help the learner develop a conceptual framework of micro economic issues and problems
and to apply them in real-world events.
31
i. Describe the concept of scarcity, opportunity cost, demand, supply & price and their
relations.
ii. Differentiate the different segments of the market economy, which consists of
consumers, firms, and government.
iii. Describe the different outcomes of interaction in the marketplace.
iv. Discuss the role of government in microeconomics.
v. Explain how market economies operate and their relationship with social welfare.
Course Content
Introduction to Economics; Demand Analysis; and, elasticity of demand, Supply Analysis; and,
Elasticity of supply: Price Determination in the markets, price mechanism and allocation of
resources: Production Theory;-, stages of production, law of diminishing returns and returns
to scale-, Theory of the Firm:-, economies and diseconomies of scale ,costs of production and
revenues, relationship between cost and revenue curves, Market Structure;- types of
markets, perfect competition, monopoly and monopolistic competition
Mode of Delivery

Course Assessment
Student Performance

1. Cole, D. (ed.) (2001) Annual Editions: Microeconomics 02/03. N. Y.: McGraw-Hill
Dushkin
2. Krugman, P. and Robin Wells, R. (2012) Microeconomics. Worth Publishers
3. Mankiw, G. N (2014) Principles of Microeconomics, 7th Edition. Cengage Learning
4. Pindyck , R. and Rubinfeld, D. (2012) Microeconomics (8th Edition) (The Pearson
Series in Economics)
5. Robert Frank & Ben Bernanke (2001), Principles of Microeconomics. N. Y.: McGraw-
Hill
32
1. Besanko and Braeutigam (2007) Microeconomics (3rd ed.). Wiley
2. Dilts, D. A (2014) Introduction to Microeconomics - Purdue University
3. Rittenberg, L and Tregarthen, T (2009) Principles of Microeconomics. Flat World
Knowledge, Inc
4. Rode, S. - Bookboon (2013) Modern Microeconomics
Yunzhong Hou , Y. ( 2011) Microeconomics
6. Wolfstetter, E. (2010) Topics in Microeconomics. Cambridge University Press
Cengage Learning;
SMSF 1141 48 hrs.

COMPUTER APPLICATIONS
Prerequisite None

To help the learner apply computer application software as a business and personal tool to
enable him/her use the computer in diverse academic scenarios.
The learner should be able to
i. Understand the basic parts of a computer system and their relationships.
ii. Master print commands to produce attractive hard copies of work.
iii. Design document layouts that are creative and properly formatted.
iv. Master the basic uses and procedures of word processing software.
v. Master the basic uses and procedures of spreadsheet software.
Course Content
Word processing: Introduction, general features of word processing, file management,
document formatting. Print management. Table of content, and spell checking. Mails merge,
Tables, Word art, Clip Art. Spreadsheets: Introduction: advantages and applications. Excel
Concepts, features, and applications, formatting, Formula and functions, Graphs, cell errors,
sorting, filtering, print management. PowerPoint: Preparing a presentation, formatting,
transition effects, Adding sound Internet: Introduction, Application, Development, services,
web browsers, search engines, simple hypertext mark-up language (HTML) documents.
Mode of Delivery

33
Course Assessment
Student Performance
1. Huw Jarvis. (1997) Word-processing and writing skills: Practical Applications to
Language Teaching Text Books, Volume 28, Issue 3, BJET
2. Lundgren, C., A. (1995) Teaching Computer Applications, Pi Epsilon
3. COMPUTER APPLICATIONS TEACHER TEXT (2015)
4. Nixon, R (2014) Learning PHP, MySQL, JavaScript, CSS & HTML5: A Step-by-Step Guide
to Creating Dynamic Websites O'Reilly Media.

1. Myers, M. (2014) A Smarter Way to Learn JavaScript: The new approach that uses
technology to cut your effort in half
2. Plus One Computer Applications Study Notes HSSLIVE.IN (2016)
www.hsslive.in/2015/02/plus-one-computer-application-study.html
3. Computer applications, systems and networks
www.mefanet.cz/res/f/mefanet-book.pdf
SEMESTER II
UCCC 1201 HEALTH EDUCATION 48 hrs.
Prerequisite None
34
To equip the learner with knowledge, skills and attitudes to enable them to embrace positive
behavioral patterns relating to HIV/AIDS prevention.

i. Apply positive behavioral patterns relating to HIV/AIDS prevention.
ii. Explain strategies for mitigating the HIV/AIDS epidemic.
iii. Explain effective management of HIV/AIDS
Course Content
Hygiene and Sanitation: Definition, transmission of diseases, prevention and control of
diseases, (hand washing, clean body, food handling, safe drinking water, handling of
household refuse, sewage disposal and treatment). Communicable diseases: Definition,
classification, modes of transmission, Contact (STI diseases, skin diseases, droplets
(respiratory diseases), waterborne (cholera, meningitis, food borne (worms, polio),
epidemiology prevention, control and treatment. Lifestyle diseases: Chronic diseases,
cardiovascular, hypertension, cancer, dietetics, chronic respiratory diseases, diabetes,
obesity, gout, causes, prevention, control and treatment. HIV/AIDS: definitions, history and
global trends, modes of transmission, diagnosis ,management of patients, anti-retroviral
drugs and vaccines, nutritional, prevention and control, voluntary counseling and
testing(VCT) services. Impact on society, government policy. Drug and substance abuse:
Definitions, abused drugs: marijuana, cocaine, cannabis, tobacco, alcohol. Sign s and
symptoms of drug abuse and addiction, control and prevention, treatment of addiction.
Government policy on drug and substance abuse.
Mode of Delivery
Course Assessment
Student Performance
35
1. Anthony S. Fauci The AIDS Epidemic Considerations for the 21st Century The New
England Journal of Medicine Volume 341 Number 14 pp 10-46-1050
2. Glanz, K., Rimer, B. and Viswanath, K. (Ed.)(2008) Health Behavior and Health
Education: Theory and Research,
3. Gordis L., (2014). Epidemiology, 5th Ed. Elsevier, Canada.
4. Lynn, R. (2004) Adolescent Health : Multidisciplinary Approach to Theory, Research,
and Intervention Sage Publications
5. Viviana Simon, David D Ho, and Quarraisha Abdool Karim HIV/AIDS epidemiology,
pathogenesis, prevention, and treatment Lancet. 2006 August 5; 368(9534): 489–504

1. IDRC (1991): Designing and conducting health systems research projects: Data
Analysis and report writing in Health Systems Research training series,Vol.2: part 2
2. Kenya AIDS Indicator Survey Report
3. Kenya Health Policy 2012-2030
4. Kenya National Aids Strategic Plan
5. Kenya National Health Bill
SMSF 1231 BASIC MATHEMATICS II 48 hrs.
Prerequisite SMSF 1131
This course aims at engaging students with several algorithmic techniques and concrete
problems arising in trigonometry, complex numbers and coordinate geometry.

i. Compute Trigonometric identities and equations
ii. Define Complex numbers
iii. Carry out complex numbers operations
iv. Find equations of straight lines and conics
Course Content
Trigonometric ratios. Compound and multiple angles. Trigonometric equations. Radian

measures. Introduction to complex numbers. Elementary operations on complex numbers.
Argand diagrams. Polar representation of complex numbers. De Molvre’s Theorem.
Hyperbolic functions. Coordinate geometry: Straight line, circles, ellipse, parabola and
36
hyperbola.
Mode of Delivery
Course Assessment
Student Performance

1. Elias, Z., E. (2006) Basic Concepts of Mathematics. University of Windsor, The zakon
series of mathematics analysis
2. Kelley,M. (2011) The Humongous Book of Basic Math and Pre-Algebra Problems.
ALPHA
3. Legner, P. (2012). The World of Mathematics. Mathigon
5. White, W. F. (1908). A scrap-book of elementary mathematics: notes, recreations,
essays. Cornell University

1. Castle, F. (2007) Practical Mathematics for Beginners. Macmillan and co 1905
2. Chen, W. L and Duong, X.T (1999) Elementary Mathematics. Macquarie University
3. Gilston, K. C. (2009) Practical Mathematics. Chambers 1914
4. Herbert, E.C. (2002) Elements of Applied Mathematics. Ginn and Company 1911
5. Nonresident Training Course (2003). Mathematics, Basic Math and Algebra. Naval
Education and Training, Professional Development and Technology Center
Zafran, L. (2009) Math Made a Bit Easier: Basic Math Explained in Plain English. Create
Space
SMSF 1221 PROBABILITY AND STATISTICS I 48 hrs.
37
The aim of the course is to introduce the learner to correlation, regression analysis, and the
concept of probability and the use of computer packages in statistical applications.

i. Calculate and interpret correlation coefficient.
ii. Determine the equation of regression line, and interpret the coefficients.
iii. Solve problems on laws of probability
iv. Use Bayes theorem in elimination problems
v. Use statistical computer packages to analyze data and interpret results.
Course Content
Correlation: Definition and principles, Causation and effects, Assumptions, Product moment
and Rank correlation. Simple linear regression, linear regressions for two dependent
Variables, curvilinear regressions with one dependent variable, Determination of regression
coefficients. Probability: Historical background, Introduction to the theory of probability,
Classical and axiomatic approach to probability, Rules of Probability, Compound and
conditional probability, Bayes theorem.
Mode of Delivery

Course Assessment
Student Performance
Press
2. Mendenhall, W., Beaver, R.J and Beaver, B.M (2012) Introduction to Probability and
38
Statistics. Cengage Learning
Press

1. Craine, L., William B.,De Veaux, R., Velleman, P. and Bock, D (2014). Intro Stats.
Student Solutions Manual. 4th ed. Pearson/Addison-Wesley, New York:
2. De Veaux, R, Velleman, P., and Bock, D. (2014)Intro Stats with DVD. 4th ed.
Pearson/Addison-Wesley New York
Applications. Cengage Learning;
SMSF 1271 COST ACCOUNTING 48 hrs.
To equip the learner with the basics of cost awareness and cost reduction to ensure creation
and cautious use of resources in small and large scale organizations.

i. Use the concepts of cost in costing and pricing of products and activities.
ii. Apply cost accounting principles in everyday life.
.
iii. Acquire skills and abilities to aid planning, analysis, production, marketing, finance etc.in
various areas in business and personal life.
iv. Use costing as a means of control and decision making in business and other spheres of
life.
Course Content
39
Overview: nature and purpose of cost accounting, cost accounting and financial accounting,
elements of costs, cost accounting systems; Overhead Costing: allocation and apportionment,
reapportionment of service department costs, absorption methods; Cost Control Accounts: cost
ledgers, cost accounts, cost profit and loss account, reconciliation of profits as per cost accounts
and profits as per financial accounts; Costing Methods: contract costing, process costing;
Marginal Costing: fixed and variable costs, marginal and absorption costing, cost – volume –
profit analysis; Budgetary Control: nature and purpose of budgets, types of budgets; Standard
Costing and Variance Analysis: types of standards, types of variances, material rate and usage,
labour rate and efficiency, overhead volume and expenditure, sales variance, profit variance.
Mode of Delivery

1. Saleemi. Cost Accounting Simplified, Text Book Center, Nairobi
2. Scheme, A., T. (2009) Cost Accounting-ICN
3. Inamdar, S., M. Cost & Management Accounting ,14th Edition, Everest
4. Bhattacharyya, A., K. Principles & Practice of Cost Accounting, 3rd Edition, PHI
1. Ebook Download Cost Accounting Read Online (2017)

https://www.pdf-archive.com/2017/01/07/cost-accounting.pdf
2. Cost Accounting Notes (2013)
Cost Accounting-Calicut University (2016)
3. Cost and Management Accounting-Institute of Cost Accounting of India (2008)
SMSF 1261 INTRODUCTION TO MACRO ECONOMICS 48 hrs.
The purpose of this course is to introduce the learner to the behavior of economic systems
from the national and international perspectives and better their understanding of macro-
economic issues
40

i. Discuss the role of the government in economics
ii. Discuss the circular flow of income model
iii. Explain the different approaches of measuring macroeconomic variables
iv. Explain the theoretical models of growth, inflation, interest rates and unemployment
v. Describe credit creation in an economy
vi. Discuss the different exchange rates regimes
Course Content
National Income: meaning and factors affecting national income, circular flow of income,
different concepts of national income, methods in calculating of national income, problems
encountered when measuring national income. Money: History of money, meaning, function
and characteristics of money, demand and supply of money. Banking: functions of central
bank, methods of credit control; commercial banks functions and credit creation; functions of
non-bank financial institutions; Inflation: meaning, causes and types of inflation, methods of
controlling inflation; Population and Unemployment; meaning of population, concepts of
increasing and decreasing population, optimum population concept, Malthus population
theory, Unemployment, types and methods of alleviating unemployment. International
trade: theory of comparative advantage, trade barriers and protectionism, balance of
payment; Economic integration; Economic Growth and Development.
Mode of Delivery

Course Assessment
Student Performance
41
1. Gregory Mankiw (2011) Principles of Macroeconomics South-Western Cengage
Learning.
2. Hubbard, G. P and O'Brien, A. (2014) Macroeconomics (5th Edition). Prentice Hall
3. Krugman , P and Wells, R (2012) Macroeconomics. Worth Publishers
4. Libby Rittenberg, L and Timothy Tregarthen, T. (2009) Principles of Macroeconomics
5. McConnell, C. , Brue, S. and Flynn, S. (2011) Macroeconomics .McGraw-Hill /Irwin

1. Baumol, W. J and Blinder, A.S (2011) Macroeconomics: Principles and Policy. Cengage
Learning
2. Colander , D. (2012) Macroeconomics. McGraw-Hill/Irwin
3. Evgeniy, C. et al. (2012) Macroeconomics. Wikibooks 2012
4. Finan, M.B (2010) A Discussion of Financial Economics in Actuarial Models. Arkansas
Tech University
5. Kunst, R. M (2006) Introduction to Macroeconomics. University of Vienna
SMSF 1241 INFORMATION SYSTEMS 48 hrs.
Prerequisite None
To familiarize learners with organizational and managerial foundations of systems, the

technical foundation for understanding information systems, the role of information systems
in enhancing business processes and management decision making across the
enterprise, and the process of building and managing systems in organizations.

i. Evaluate the role of the major types of information systems in a business environment
and their relationship to each other
ii. Assess the impact of the Internet and Internet technology on business electronic
commerce and electronic business
iii. Identify the major management challenges to building and using information systems
and learn how to find appropriate solutions to those challenges
iv. Define an IT infrastructure and describe its components
v. Cultivate skills and experience in the development and implementation of information
systems projects.
Course Content
An Introduction to Information Systems: Definition, Types of information systems,
42
Technologies; Information Systems in Organizations; Components of information system;
Hardware: Input, Processing, and Output Devices; Software: Systems and Application
Software; Data organization and processing: Introduction, processing methods; Secondary
storage, Computer files and databases, files and file organization. Networks and
Telecommunications: Introduction, Types of data communication networks, Basic elements
of telecommunication system, Applications; Information and Decision Support Systems:
Introduction, Management information system- Introduction, Levels of management, Types
information system, Evaluating management information system, Decision Support systems -
Description, Types of decision support systems ; Security , Privacy, and Ethical Issues in
Information Systems and the Internet ;Emerging Technologies.
Mode of Delivery

Course Assessment
Student Performance

1. Kenneth, C. L and Jane, P. L. (2007) Management Information Systems: Managing the
Digital Firm (10th Edition), Prentice Hall
2. Boddy, D., Boonstra, A. and Kennedy, G. (2008) Management Information Systems:
Strategy and Organization (3rd Edition), Prentice Hall
3. Robson, W. (1997) Strategic Management and Information Systems: An Integrated
Approach (2nd Edition), Financial Times
4. Bocij, P., Greasley, A. and Hickie, S. (2008) Business Information System: Technology,
Development and Management for the E-Business (4th Edition)
1. Dr. Bradley, K., J. and Dr. Melinda, C. (2005) Teaching Information Security Courses:
Objectives, Requirements and Challenges
43
2. Applegate, L. M., Austine, R., D. and McFarlay, F. W (2007) Corporate Information
Strategy and Management: Text and Cases (7th Edition) MaGraw Hill
3. Thomas , C. and Mark, S.(2006) Using Games-Based eLearning Technologies in

Overcoming Difficulties in Teaching Information Systems, University of Paisley, Paisley,
Scotland, UK.
YEAR II
SEMESTER I
SMSQ 2131 DIFFERENTIAL CALCULUS 48 hrs.
Prerequisite SMSF 1131 & SMSF 1231
To equip the learner with the concepts of differential functions of a single variable and introduce to
the learner the various techniques of differentiation.
i. State the properties and characteristics of limits of functions ;

ii. Compute the derivatives of polynomials functions from the first principle;
iii. Derive higher order derivatives of functions;
iv. Apply differentiation in computing rates of change.
Course Content
Limits of functions, continuity and uniform continuity. Introduction to differentiation; differentiation

of functions from the first principles, properties of derivatives; Methods of differentiation: sums,
products, quotients, chain rule, algebraic. Higher order derivatives. Differentiation of implicit function,
differentiation of functions defined parametrically, logarithmic differentiation, trigonometric and
hyperbolic functions differentiation, differentiation of inverse trigonometric and inverse hyperbolic
functions, Partial differentiation, total differential, Application of differentiation; rates of change,
small changes, curve sketching and kinematics.
Mode of Delivery
Lectures, practical, group discussions, presentations, exercises.
44
Course Assessment
Student Performance
Observation of the lesson by Head of Department and other lecturers, evaluation forms completed by
students.
1. Thomas, G. and Finney, R. (1988). Calculus and Analytic Geometry. Wesley Publishing, USA
2. Kline, M. (1998). Calculus: An Intuitive and Physical Approach. Dover Publications
3. Lang, S. (1998) A First Course in Calculus
4. Spivak , M. (2008) Calculus, 4th edition. Publish or Perish
5. Spivak, M. (2008). Combined Answer Book For Calculus, Publish or Perish
1. Keisler, H.J. (2013) Elementary Calculus: An Infinitesimal Approach. Prindle, Weber & Schmidt
2. Silverman, R. A. (1989). Essential Calculus with Applications. Dover Publications
3. Thompson, S. P and Martin Gardner (1998). Calculus Made Easy. St. Martin's Press
4. Widder , D. V. (1989) Advanced Calculus. Dover Publications
SMSF 2121 PROBABILITY AND STATISTICS II 48 hrs.
The aim of the course is to introduce the learner to the different statistical distributions and
models, their properties and the different areas they can be applied.
45
i. Differentiate between discrete and continuous random variables
ii. State the properties of a probability distribution.
iii. Compute the moment generating function of distributions
iv. Apply probability distributions in statistical modeling
v. Transform univariate random variables
Course Content
Joint distribution, Marginal distribution, conditional distribution. Moments and moment
generating functions. Probability functions, expectation and variance. Discrete probability
distribution functions: Binomial distributions, Poisson distribution, Geometric distribution,
Hyper geometric distribution and multinomial distribution, Continuous distribution functions:
Uniform, Normal, Exponential, Gamma, Weibull and Beta. Applications to real data, Fitting
Binomial, Poisson, Normal.
Mode of Delivery

Course Assessment
Student Performance
Press
Press.
4. Shao, J. (2005) Mathematical Statistics: Exercises and Solutions. Springer
5. Wackerly, D., Mendenhall, W and Scheaffer , R. L (2007) Mathematical Statistics with
Applications Cengage Learning.
46
1. Craine, L., William B.,De Veaux, R., Velleman, P. and Bock, D (2014). Intro Stats.
Student Solutions Manual. 4th ed. Pearson/Addison-Wesley, New York:
2. De Veaux, R, Velleman, P., and Bock, D. (2014)Intro Stats with DVD. 4th ed.
Pearson/Addison-Wesley New York
Applications. Cengage Learning;
SMSF 2122 STATISTICAL DEMOGRAPHY 48 hrs.
Prerequisite None

The aim of this course is to equip the learner with the knowledge of population dynamics and
population growth models.

i. Discuss the various methods of collecting demographic data.
ii. Interpret essential demographic measures.
iii. Construct life tables from large data bases
iv. Discuss some analytical laws of mortality.
v. Discuss population growth models and their application
Course Content
Survival analysis; Injuries and cause of death and birth statistics; Prediction of birth and death
rates; Measures of fertility and mortality; Define differential mortality; Identify measures of
morbidity; Gross and net reproduction rates. Life tables, their importance and interpretation.
Stable and stationary population and their use for estimation of demographic parameters.
Continuous formulation of population dynamics equation, population projections
Mode of Delivery
Lectures, presentations, group discussions, industrial visits
Whiteboard, lecture notes, handouts, projectors, computers
Course Assessment
Student Performance
47

1. Carey, J.R. (1993). Applied Demography for Biologists. John Wiley & Sons, Inc, NY
2. Newell, C. (1990). Methods and Models in Demography .The Guilford Press
3. Pollard, A. H., Yusuf, F. and Pollard, G.N. (1990). Demographic Techniques.
Pergamon Press
4. Preston, S.H., Heuveline, P. and Guillot, M. (2001). Demography: Measuring and
Modeling Population Processes. Wiley-Blackwell
5. Rowland, D. (2003) Demographic Methods and Concepts, Oxford University Press

1. Andrew, H. (2009). Demographic Methods. Rout ledge, NY
2. Craig, D. H. (2002). Demographic Projection Techniques for Regions and Smaller
Areas. University of Washington Press
3. Juha, A. (2005) .Statistical demography and forecasting. Springer
4. Keyfitz, N. and Caswell, H. (2005). Applied Mathematical Demography. 3rd ed.
Springer
5. Khmaladze , E.V. (2013). Statistical Methods with Applications to Demography and
Life Insurance. Chapman and Hall/CRC
SMSF 2171 PRINCIPLES OF MANAGEMENT 48 hrs.
Prerequisite None

The aim of this course is to enable the leaner define management, to describe the nature and
scope of management, to know the difference between management and administration, to
understand various levels of management, and to describe the various skills that are
necessary for successful managers.
48
i. Describe basic management principles

ii. Describe the concepts of span of control and unity of command
iii. Describe characteristics of some of the leading management theories
iv. Compare and contrast leadership and management
Course Content
Introduction to Management; The Evolution of Management Thought; Organizations
Environment and Social Responsibility; Management Ethics; Planning Function; Organizing
Function; Staffing Function; Leading/Directing Function; Controlling Function; International
Management.
Mode of Delivery
Course Assessment
Student Performance

1. Frontczak, N. T., & Kelly, C. A. (2000). Special issue on experiential learning in
marketing education. Journal of Marketing Education, 22, 3-4.
2. Furutan, O. (2012). Principles of Management, syllabus, University of La Verne, La
Verne, CA
3. Gardner, J. W. (1990). On leadership. New York: Free Press.
4. Malick, S., & Stumpf, S. (1998). Learning theory in the practice of management
development: Evolution and applications. Westport, CT: Quorum Press.
5. Reynolds, M. (1999). Critical reflections and management education: Rehabilitating
less hierarchical approaches. Journal of Management Education, 23, 537-553.
1. Datar, S. M., Garvin, D. A., & Cullen, P. G. (2010). Rethinking the MBA: Business
education at a crossroads. Boston, MA: Harvard Business Press.
2. Assocation for Experiential Education. (2010). What is experiential education?
http://www.aee.org/about/whatIsEE
3. Management Education Task Force. (2002). Management education at risk.
49
http://www.aacsb.edu/publications/metf/metfreportfinal-august02.pdf
4. Rubin, R. S., & Dierdorff, E. C. (2009). How relevant is the MBA? Assessing the
alignment of required curricula and required managerial competencies. Academy of
Management Learning and Education, 2(8), 208–224.
SMSF 2161 INTERMEDIATE MICRO-ECONOMICS 48 hrs.

The aim of the course is to provide the leaner with a solid background of the tools of micro-
economics analysis as well as improving his/her problem solving skills. The course will
provide the leaner with a thorough knowledge and understanding of the foundations of
modern economic analysis. The leaner will be introduced to the classical results and recent
developments in microeconomic theory but the main focus will be on developing his/her
modeling skills and encouraging him/her to think analytically about real-world phenomena
and understand that economic models are used to make predictions about the real world.

i. Solve the consumer's utility maximization problem to derive demand

ii. Solve the firm's cost minimization problem to derive input demands and compute the
cost function
iii. Use the cost function to solve the perfectly competitive firm's profit maximization
problem and derive supply
iv. Use equilibrium analysis to understand the links between individual behavior and
market-level outcomes in competitive markets
v. Evaluate the implications of departures from perfect competition, such as markets
with externalities, public goods, monopolies, or imperfect competition
Course Content
Market equilibrium and Disequilibrium; concepts; Stable, unstable neutral equilibrium; Static
and Dynamic equilibrium; Partial and General Equilibrium; Failure of market economy and
the role of the Government; Factors responsible for market failure; -Theory of consumer
demand; Consumers equilibrium under cardinal utility approach, The law of equi-marginal
utility and derivation of a demand curve, Weakness of the cardinal approach; Ordinal utility
approach, The budget constraint and the budget line, Consumers equilibrium, Effects of
changes in consumers income, The Engles curve, Effects of price changes, income and
50
substitution effects. -Theory of production with two variables; -Isoquant curve, Marginal rate
of technical substitution, Properties of isoquants, Production function and returns to scale,
Cobb-Douglas function and the returns to scale; -Market structures; Mathematical approach
to cost and revenue functions, General profit maximization and cost minimization by use of
first and second order conditions; -Factor market; Marginal productivity theory Derivation of
a firms demand labor curve, Derivation of a firms labor supply curve, Factor reward
determination under perfect competition and monopoly
Mode of Delivery
Course Assessment
Student Performance
1. PINDYCK, R.S. & RUBINFELD, D.L. (2013): Microeconomics (8th Ed.), Pearson Prentice
Hall.
2. VARIAN, H.R. (2014): Intermediate Microeconomics: A Modern Approach (9th Ed.),
W.W. Norton & Company
3. Varian, Hall (1992): Microeconomic Analysis, Third Edition, W. W. Norton & Company,
Inc, New York
4. Mas-Colell, Andreu, Whinston, Michael and Jerry Green (1995): Microeconomic
Theory, Oxford University Press, Oxford, New York.
5. Gibbons, Robert (1992): Game theory for Applied Economists, Princeton University
Press, Princeton, New Jersey.
6. Microeconomics. Study Guide. University of London, 2003.
http://www.londonexternal.ac.uk/current_students/programme_resources/lse/
index.shtml
7. Katz M.L. and Rosen M.S., Microeconomics, Homewood, Irwin,3rd edition,
Irwin/McGraw-Hill, 1998 is available in Russian translation. [KR]
8. Pindyck R.S. and Rubinfeld D.L., Microeconomics. 2nd edition, New York, Macmillan,
1992. [PR]
9. Eaton B. C., Eaton D.F., Allen D.W., Microeconomics, 6th edition,Toronto: Prentice
Hall/Pearson, 2005. (EE&A)
10. Laidler D.,S.Estrin,Introduction to Microeconomics,London:Pearson,1995, fifth
edition. (L&E)
51
1. ESTRIN, S. & LAIDLER, D. (1995): Introduction to Microeconomics (4th Ed.), Harvester

Wheatsheaf.
2. GIBBONS, R. (1992): A Primer in Game Theory, Harvester Wheatsheaf.
3. KRUGMAN, P., WELLS, R. & GRADDY, K. (2013), Essentials of Economics (3rd Ed.),
Worth Publishers.
4. NICHOLSON, W. & SNYDER, C. (2008): Microeconomic Theory: Basic Principles and
Extensions (10th Ed.), Thomson South-Western.
5. NICHOLSON, W. & SNYDER, C. (2015): Intermediate Microeconomics and Its
Application (12th Ed.), South-Western Cengage Learning.
6. PERLOFF, J.M. (2015): Microeconomics (7th Ed.), Prentice-Hall.
7. STIGLITZ, J.E. & WALSH, C.E. (2006): Principles of Microeconomics (4th Ed.), W.W.
Norton & Company
8. Hirshleifer Y. And Glazer A., Price Theory and Applications, 5th edition,London,
Prentice-Hall International, 1992.
9. Varian H.R., Intermediate Microeconomics. A modern approach. 7th edition. W.W.
Norton and Company, 2006. [V]
10. Nicholson W., Microeconomic Theory. Basic principles and extensions.7th edition,
Dryden Press, 1997.
11. Gravelle H. and Rees R., Microeconomics. 2nd edition, Longman, 1992.
12. F.A. Cowell Microeconomics: Principles and Analysis, Oxford University Press 2005.
SMSF 2123 STATISTICAL COMPUTING 48 hrs.

To equip the learner with advance knowledge and requisite skills on the use of various
computer packages to enable him/her optimize the use of software packages.

i. Demonstrate the basic workings of a software in statistical analysis

ii. Perform descriptive statistics in a computer software
iii. Perform database management in a statistical software
iv. Simulate data using a software application
Course Content
52
Data structures, arrays and their implementation, strings; application and implementation of
stacks, queues, linked lists, trees and graphs. Survey applications, questionnaire design; data
processing; data editing and correction; editing and imputation principle; Writing of edit
specifications, use of and edit specifications, use of an edit package. Tabulation, table design,
writing of a table specification; use of a tabulation package. Computer packages (e.g. SPSS,
SAS, STATA, Epi- Info, ADVANCED EXCEL, ACCESS, GLIM, GENSTAT etc). Writing programs to
implement numerical algorithms. Application of numerical analysis software packages such as
NAG. Simulation of simple deterministic and stochastic systems; simulation of inventory and
stock control systems, queuing systems, traffic networks etc.
Mode of Delivery
Course Assessment
Student Performance
1. SAS Institute Inc. 1985. SAS User's Guide: Basics,

Version 5 Edition. Cary, NC: SAS Institute Inc.,1985
2. J. Adler (2010), R in a Nutshell, O'Reilly.
3. W. J. Braun and D. J. Murdoch (2007), A First Course in Statistical Programming with R,
Cambridge University Press.
4. P. Murrell (2009), Introduction to Data Technologies, Chapman and Hall/CRC. [Note
that the entire book is available online from
http://www.stat.auckland.ac.nz/~paul/ItDT/under a Creative Commons licence.]
5. Gentle, J.E. (2002) Elements of Computational Statistics.
Springer
6. Miller, Robert; Ciaran Acton; Deirdre A. Fullerton and Johen Maltby (2002) SPSS for
Social Scientists. Palgrave Macmillan. (Available in AUB library)
7. John Walkenbach (2016), Microsoft Excel 2016 Bible: The comprehensive Tutorial
Resource.

1. Hastie, T., Tibshirani, T. , Friedman, J.H. (2001) The Elements of Statistical Learning:
Data Mining, Inference, and Prediction. Springer-Verlag.
2. Lange, K. (1999) Numerical analysis for statisticians. Springer-Verlag, New York
53
3. Ripley, B.D. and Venables, V.W. and BD (2002) Modern applied statistics with S, 4th
edition. Springer-Verlag, New York.
4. Robert, C.P. and Casella, G. (1999). Monte Carlo Statistical Methods. Springer Verlag.
5. Stewart, G.W. (1996). Afternotes on Numerical Analysis. SIAM, Philadelphia.
6. An Introduction to R by William N. Venables, David M. Smith
(http://www.ats.ucla.edu/stat/books/#DownloadableBooks)
7. Burch, Kim 1989. "Modular Course Design", Proceedings from the 2nd Annual
Conference of the NorthEast SAS Users Group, 223-229.
8. Babbie, Earl (2002) The Basics of Social Research

9. Bryman, Alan and Duncan Cramer (1990) Quantitative data analysis for social
scientists. London: Routledge.
10. Carver, Robert and Jane Gradwohl Nash (2005) Doing Data Analysis with SPSS -
Version 12 (2nd Edition). Brooks/Cole
11. Morgan, G. et al. (2004) SPSS for Introductory Statistics. Use and Interpretation.
(Second edition)
SEMESTER II
SMSF 2231 INTEGRAL CALCULUS 48 hrs.

To advance the learners knowledge of integral calculus of single variable functions,
sequences & series and first order differential equations.

i. Integrate elementary polynomials, exponential, logarithmic and trigonometric
functions.
ii. Interpret definite integral geometrically as the area under a curve
iii. Construct definite integral as the limit of a Riemann sum
iv. Apply integration in linear motion, area and capacity.
v. Compare and contrast Trapezoidal rule, Simpson rule and integration method in
computing area under a curve.
Course Content
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Anti-derivatives. First fundamental theorem of integral Calculus. Integration: Properties,
Techniques of integration, power rule, substitution, parts and tabular form, partial fractions,
trigonometric substitution, products of sines and cosines. Applications of integration:
displacement and distance, areas under curve, length of a curve and surface area of
revolution. Numerical Integration: Trapezoidal rule and Simpson’s rule.
Mode of Delivery
Lectures, presentations, group discussions, exercises
Course Assessment
Student Performance

1. Stewart, Calculus, Concepts and Contexts (2nd ed.), Brooks/Cole.
2. Miguel A. Lerma: Notes on Calculus II.
5. Ross, K. A (2013) Elementary Analysis: The Theory of Calculus. Springer
(Undergraduate Texts in Mathematics)
6. Spivak , M. (2008) Calculus, 4th edition. Publish or Perish
7. Spivak, M. (2008). Combined Answer Book For Calculus, Publish or Perish

1. Keisler, H.J. (2013) Elementary Calculus: An Infinitesimal Approach. Prindle, Weber &
Schmidt
2. Silverman, R. A. (1989). Essential Calculus with Applications. Dover Publications
3. Thomas, G. and Finney, R. (1988). Calculus and Analytic Geometry. Wesley Publishing,
USA
4. Thompson, S. P and Martin Gardner (1998). Calculus Made Easy. St. Martin's Press
5. Widder , D. V. (1989) Advanced Calculus. Dover Publications
6. Byerly, W. E., & Peirce, B. O. (n.d.). Elements of integral calculus.
SMSF 2221 STATISTICAL INFERENCE 48 hrs.
55

To equip students on how statistical inference arises from the first principles of Probability
Theory, learn the concepts of finite-sample and asymptomatic efficiency and to estimate key
population parameter of interest, to test hypotheses about them and construct confidence
regions.
i. Compute point estimates of mean and variance of a population,
ii. Compute interval estimates of mean, variance and proportion of a population,
iii. Determine appropriate sample size,
iv. Conduct test of hypothesis for mean, proportion and two samples,
v. Perform Chi-square test.
Course Content
Estimation: Types of estimation, Characteristics of a best estimator,

Point estimation: Point estimates for mean and variance of a population, Methods of finding
point estimates for mean and variance of a population.
Interval estimation: Interval estimates for mean when variance is known, Level of
significance of an interval estimate, Interval estimates for mean when variance is unknown,
Chi-square distribution, Student’s t distribution, Interval estimates for variance, Confidence
interval for population of proportion, determining sample size.
Hypothesis Testing: Definition of hypothesis, Null and alternative hypotheses, Type I and
Type II errors, Level of significance, Size of a test, Critical region, Procedures for hypothesis
testing, One-tail test, Two-tail test, Test of hypothesis of mean when the variance is known,
p-value approach, Test of hypothesis for mean when the variance is unknown, Test of
hypothesis for proportion, Test of hypotheses for two samples. Chi-square test for
comparison of several variables, Steps involved in the Chi-square test, Hypothesis testing for
independence of two categories.
Mode of Delivery
Course Assessment
Student Performance
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1. Terry, S. (1995) Business Statistics by Examples, 5th Edition, Pearson College Division.
2. Frank, H. D. & Nancy, J. S. (1984) Business Statistics: An Inferential Approach, Dellen
Pub. Co.
3. Alexander, M. M., Franklin, A. G. & Duane C. B. (2005) Introduction to the Theory of
Statistics, 3rd Edition, Reprint McGraw-Hill
1. Rice,J. A. (2007) Mathematical Statistics and Data Analysis, Third edition

2. Wackerly,D.D., Mendelhall, W. & Scheaffer R. L. (2008) Mathematical Statistics with
Applications, Seventh edition
3. Welch, W.J. (2016) Introduction to Statistical Inference
SMSF 2211 RESEARCH METHODS 48 hrs.
Prerequisite None
To introduce the learner to the broad range methods of gathering data; processing, analysis
and interpretation of data, broad range of research design options and writing a scientific
research report. Drawing on a variety of examples from the social scientific literature.

i. Collect data by survey method, interviews and questionnaires
ii. Process, analyze and interpret data
iii. Describe the research methodology.
iv. Write a scientific research report
Course Content
Nature and Significance of Statistical Research, Concepts of Statistical Research: Stages in

Research Process, Hypothesis, Theory and Facts of Research, the Design of Research,
Methods of Data Collection, Sampling, the research report. Use of statistical computer
packages for data analysis and interpretation of result.
Mode of Delivery
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Course Assessment
Student Performance

1. Blum, D. and Mary, K., Eds. (1997). A Field Guide for Science Writers: the Official
Guide of the National Association of Science Writers. OUP, New York
2. Booth, W., Gregory, G. C. and Joseph, M. W. (1995). The Craft of Research. University
of Chicago Press, Chicago
3. Briscoe, M. H. (1996). Preparing Scientific Illustrations: a Guide to Better Posters,
Presentations, and Publications. 2nd ed. Springer Publications, New York
4. Council of Science Editors. (2006). Scientific Style and Format: the CSE Manual for
Authors, Editors, and Publishers. 7th ed. Cambridge University Press, Cambridge
5. Davis, M. (1997). Scientific Papers and Presentations. Academic Press, San Diego

1. Day, R. A and Barbara, G. (2006). How to Write and Publish a Scientific Paper, 6th ed.
Greenwood
2. Day, R.A. (1998). How to Write & Publish a Scientific Paper: 5th edi. Oryx Press
3. Kuyper, B.J. (1991). Bringing up scientists in the art of critiquing research . Bioscience
41(4), 248-250.
4. Otto, O. Y. (2012). Guide to Effective Grant Writing: How to Write a Successful NIH
Grant Application, Springer
5. Willo, P., Ellen, S., Cheryl, A. B. (2010) How to Write a Successful Research Grant
Application: A Guide for Social and Behavioral Scientists Springer; 2nd ed.
6. Wood, J.M. (2003).Research Lab Guide. MICR 3260 Microbial Adaptation and
Development
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SMSF 2271 MANAGERIAL ACCOUNTING 48 hrs.

To equip the learner with the methods and concepts necessary for effective planning for
choosing among alternative business actions and for control through the evaluation and
interpretation of performances.

i. Plan and Formulate Future Policies
ii. Interpret Financial Information
iii. Solve Strategic Business Problems
iv. Coordinate Operations
v. Evaluate the Efficiency and Effectiveness of Policies
Course Content
Nature and Scope of Managerial Accounting: managerial decisions, role of management in
production, marketing finance; Cost Estimation and Forecasting: methods of estimating costs;
Planning Decisions: cost - volume profit – analysis marginal costing and its application.
Mode of Delivery
Course Assessment
Student Performance

1. Alnoor, B. (2003) Management Accounting in the Digital Economy Oxford University
Press
2. Edward, F. (2011) The Essentials of Finance and Accounting for Nonfinancial
Managers (2nd Edition), American Management Association
59
3. Riahi-Belkaoui, Ahmed. (1992) The New Foundations of Management Accounting,
Quorum Books
4. James. A. H., Roy, L. N., (1993) Global Management Accounting: A Guide for
Executives of International Corporations, Quorum Books
5. Atsuo, T., Paul. G.,(1995) Studies in Accounting History: Tradition and Innovation for
the Twenty-First Century, Greenwood Press
1. Marchant, G. (2013) Management Accounting in the 21st Century: A
Profession for Which the Time Has Come, Journal of Applied Management
Accounting Research, Vol. 11, No. 2.
2. Harris, J., Durden, C. (2012) Management Accounting Research: An Analysis of
Recent Themes and Directions for the Future , Journal of Applied Management
Accounting Research, Vol. 10, No. 2.
3. Cheffi, W., Beldi, A. (2012) An Analysis of Managers' Use of Management
Accounting International Journal of Business, Vol. 17, No. 2.
4. Lee, M., Cobia, S. R. (2013) Management Accounting Systems Support Start-
Up Business Growth, Management Accounting Quarterly, Vol. 14, No. 3.
5. Chandra, A., Cheh, J. J., Kim, Il-Woon. (2006) Do We Teach Enough IT Skills in
Management Accounting Courses?, Management Accounting Quarterly,
Vol. 8, No. 1.
SMSF 2261 INTERMEDIATE MACRO ECONOMICS 48 hrs.

To introduce the learner to basic measures of aggregate-level economic performance such as
gross domestic product, personal income, unemployment, the money supply, and the
consumer price index; and, to present the major (competing) theories of national income and
employment, inflation, exchange rates and the balance of trade, as well as the policy
recommendations to which the alternative theories give rise.

i. Explain National Income Accounting and the main macroeconomic policy objectives and
tools
ii. Define growth and growth policy, aggregate demand and supply
iii. Discuss Wages, prices, unemployment and inflation interrelationship
iv. Explain income and spending policies/models, consumption and savings, investments and
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investment spending the demand for money and monetary policy, central bank functions
and intervention and understand the implications of a monetary union to macroeconomic
policy
v. Identify the importance of “big events” and their impact on macroeconomic policy.
Course Content
National income accounts; Circular flow diagrams with savings and investment, with exports
and imports, with government activity, Determinants, analysis of Keynesian model of income
determination, consumption, investment, government and foreign sectors; Keynes theory of
income and employment; Multiplier and accelerator principles, Concept of inflationary and
deflationary gap; -Business cycle; The phases of a trade cycle, Theories of business cycle,; -
Money and banking; -The quantity theory of money, Keynesian view on interest rates and
demand and supply of money, Monetarist view point of money, Money and national income
the IS-LM models. Calculation of equilibrium levels of income; International trade and
finance; foreign exchange Markets; Their functions in international trade, types of foreign
exchange regimes, determinants of exchange rates, Causes of the debt crisis in developing
countries, Foreign investment case for and against; The role of foreign aid in development
1. Heijdra, B. (2009) Foundations of Modern Macroeconomics (second edition), Oxford
University Press
2. Wickens, M. (2008) Macroeconomic theory, Princeton University Press
3. Philippe, A., Peter, H. (2009) The Economics of Growth, MIT Press
4. Romer, D. (1995, 2000, 2006, 2012) Advanced Macroeconomics, McGraw Hill
5. Gali, J. (2008) Monetary Policy, Inflation, and the Business Cycle: An Introduction
to the New Keynesian Framework, Princeton University Press
6. Carlin, Wendy, David, S. (2006). Macroeconomics: Imperfections,
Institutions and Policies, Oxford University Press

1. Carlin, Wendy, David, S. (2005) ‘The 3-Equation New Keynesian Model− A Graphical
Exposition’, Contributions to Macroeconomics, Volume 5, Issue 1, Article 13: 1-36.
2. Clarida, Richard, Jordi, G., Mark, G. (1999) ‘The Science of Monetary Policy: A New
Keynesian Perspective’. Journal of Economic Literature. 37(4): 1661-1707.
3. Woodford, Michael (2003) Interest and Prices: Foundations of a Theory of
Monetary Policy, Princeton University Press
4. Blanchard, O., Johnson, D.R. (2012). Macroeconomics. Pearson, Upper Saddle River, NJ,
6th edition.
5. de Araujo, P., O'Sullivan R., Simpson, N.B. (2013). “What should be taught in intermediate
macroeconomics?" Journal of Economic Education, 44(1), 74{90.
Mode of Delivery
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SMSF 2241 STRUCTURED PROGRAMING 48 hrs.

To introduce the learner to the fundamental concepts underlying modern computer
programming and to teach him/her how to write programs that solve well specified problems
with emphasis being placed on the mastery of basic programming skills, with a considerable
attention to the fundamental building blocks of computer programs, and the associated
concepts and principles.
i. Recognize the concepts of programming languages and list different data types and
variable declarations
ii. List the basic arithmetic and logical operations and control, loop structure and
describe function definition and declaration, passing by value and passing by
reference
iii. Explain character and string manipulation, explain recursion, arrays dynamic
allocation and file concepts.
iv. Distinguish the different types of loops (for, while, do while), design and set up flow
charts for problems, taking into consideration tradeoffs, limitations (costs, benefits
and environmental impact)
v. Practice algorithmic problem solving using different techniques and use available
Integrated Development Environments (IDEs) to apply the solved problems
Course Content
Structure: Program format of a structured language, Data types, Identifiers, Expressions,
Input/output instructions; Program writing: Coding, Compiling, Debugging, Errors, Testing,
Execution; Control structures: Sequence, Looping. Data structures: Introduction, Strings,
Arrays, Records, Pointers, Linked lists, Sort, Search, Queues, Stacks, Trees; Sub-programs:
Introduction, Scope of variables, Parameters, Parameter passing, Sub-program definition and
call, Sub-programs order of declaration; Files: Introduction to Files, Types of files, File
organization, File design, File handling operations; Simple-Project: Developing a Program,
Writing a Simple documentation for the program
Mode of Delivery
Course Assessment
Student Performance
62
1. Kernighan, B.W. & Ritchie, D.M. (1988). The C programming language (2nd edition).
Prentice-Hall
2. Gal-Ezer, J. (1996). A pre-programming introduction to algorithmic. Journal of
Mathematics and Computer Education. 30(1), 61-69.
3. Jeri. R. H. (2007) "Problem Solving and Program Design in C", 5th edition, ISBN-0-321-
46464-8
4. Deitel, P. D. (2008) "C++ How To Program", 6th edition, ISBN- 0-13-615250-3
1. Herbet, S. (2003) “the complete Reference C++”, fourth edition, tata mcgraw hill,
ISBN- 007053246X
2. Deitel, C. How to Program (Prentice Hall)
3. Behrouz, A. F., Richard (1999) Computer Science: A structured Programming
Approach Using C ++, Amazon
SEMESTER III
SMSF 2351 INDUSTRIAL ATTACHMENT 432 hrs.
Prerequisite None

To expose the learner to the real life applications of applied statistics in the industry

(i) Acquire relevant on-the-job experience to synthesize the knowledge acquired from
courses learned within the classroom
(ii) Analyze business issues, problems and opportunities.
(iii) Write reports on business and marketing themes.
(iv)Apply technological tools to gather and access information necessary for decision
making.
Course Content
The student will be expected to do an assigned task in an employing business organization,
63
which agrees with the employer’s need and the student’s training. As part of the assignment,
the student will be expected to examine and report on the relative effectiveness of the
business functions to which he is assigned and of his performance of his assigned functions.
The course consists of an internship with an off-campus organization (profit, not-for-profit, or
government agency) in order to give the student the opportunity to synthesize the
theoretical learning of the classroom with a practical work situation
Mode of Delivery
Observation, practical work
Organizations materials and equipment
Course Assessment
Student Performance
Students to submit the Practicum report with the entire necessary document before a score
is awarded
YEAR III
SEMESTER I
SMSF 3131 NUMERICAL LINEAR ALGEBRA 48 hrs.

Linear algebra is a branch of mathematics that studies systems of linear equations and the
properties of matrices intends to equip students on concepts of linear algebra which will be
extremely useful in physics, economics and social sciences, natural sciences, and engineering.

i. Use a variety of techniques to solve systems of linear equations,

ii. Apply concepts of matrix algebra to solve linear algebra problems and applications to
real-world problems,
Course Content
64
Introduction to vectors, Matrices; Determinant of a 2 x 2, 3 x 3 matrices. Inverse of a matrix.
Application of matrices. Solution of systems of linear equations using Gauss- Jordan
elimination method, Cramer’s rule and inverses. Finite difference tables: finite difference
interpolation techniques: linear, quadratic, Newton forward difference. Extrapolation to the
limit. Numerical integration
Mode of Delivery
Lectures, group discussions and assignments
Whiteboard, lecture notes, Tutorials, handouts and Assignments
Course Assessment
Student Performance

1. Poole, D. (2010) Linear Algebra: A Modern Introduction. Cengage Learning
2. Shilov, G. E (1977) Linear Algebra. Dover Publications

1. Axler, S. (1997). Linear Algebra Done Right. Springer, NY
2. Fraleigh,J.B., and Beauregard, R.A(1995). Linear Algebra, Pearson.
3. Strang, G. (2009) Introduction to Linear Algebra. Wellesley Cambridge Press
4. Steven J. L. (2006) Linear Algebra with Applications, Pearson
5. Larson, R., Falvo, D. C and Bruce H. Edwards. (2009) Student Solutions Manual for
Elementary Linear Algebra. 6th edition
SMSF 3121 48 hrs.

TIME SERIES ANALYSIS AND FORECASTING

To familiarize the students with ideas, techniques and uses of time series analysis and help
them understand the principles behind modern forecasting techniques.

(i) Compute the various index numbers and interpret them.
(ii) Describe the properties of a time series using basic analytical and graphical tools.
(iii) State the components of a time series.
65
(iv) Carry out basic statistical inference in forecasting.
(v) Use appropriate software for time series analysis
Course Content
Index Numbers: Methods of constructing index numbers, chain base index number, consumer
price index number. Concept of time series. Components of time series: trend, seasonal, cyclic
and random. Measurement of secular trend: Free hand method, Method of semi- average,
Method of moving- average, Method of least squares. Measurement of secular trend: simple
average method, link average method, Ratio to moving average method and ratio to trend
method. Measurement of cyclical Variations: Residual method. Measurement of regular and
irregular variation. Forecasting: Steps in forecasting, requirements of a good forecasting
system, methods of forecasting. Use of Statistical Computer Packages for Data Analysis and
Interpretation of Result.
Mode of Delivery
Course Assessment
Student Performance
1. Gyer, J.D. (1990). Time Series Analysis. Duxbury Press, Boston.

2. Jonathan, D. C. and Kung-Sik, C. (2008). Time Series Analysis With Applications in
R. Springer, New York
3. Montgomery D.C. (1990). Forecasting and Time Series Analysis. (2 nd ed.)”, McGraw Hill
Book Company, New York.
4. Paul, S. P. And Andrew, M. (2009). Introductory Time Series with R. Springer Series
in Statistics. Springer
5. Robert, H. S. and David, S. S. (2006). Time Series Analysis and Its Applications
with R Examples. Springer, New York
1. Box, G.E.P. and Jenkins, G.M. (1976). Time Series Analysis. Holden-Day.
2. Brockwell, P.J. and Davis, R.A. (1991). Time Series: Theory and Methods (2nd ed.).
Springer.
3. Diggel, P.J. (1990). Time Series-A biological Introduction. Oxford University Press.
4. Fuller, W.A. (1996). Introduction to Time Series Analysis. John Wiley.
5. Hamilton, J. D. (1994). Time Series Analysis. Princeton University Press.
66
SMSF 3122 QUALITY CONTROL and ACCEPTANCE SAMPLING 48 hrs.

To introduce the learner to the concepts of statistical quality control, statistical process
control methods, process capability and acceptance sampling.
i. Define statistical quality control (SQC) and describe its categories
ii. Identify and describe causes of variation.
iii. Construct control charts: x-bar, R-, p-, and c-charts.
iv. Compute process capability index and interpret it
v. Define acceptance sampling
vi. Draw an operating characteristic (OC) curve and interpret it.
Course Content
Statistical basis of control charts, Specifications and tolerance limits; different types of
attributes; control charts for mean, standard deviation and range; control charts for number
and fraction defectives; control for number of defects; single and double sampling plans;
multiple sampling and sequential sampling plans; advantages of processes control.
Mode of Delivery
Course Assessment
Student Performance

1. Douglas, M. ( 2009) Introduction to Statistical Quality Control, John Willey and sons
2. Ronald E. Walpole et.al (2007) Probability and Statistics for Engineers and Scientist, 8 th
edition, Prentice and Hall London
3. Duncan, A. J. (1986) Quality Control and Industrial Statistics. 5th ed.
Homewood, Ill.: Irwin
4. Evans, J. R. & William, M. L (1999) The Management and
Control of Quality. 4th ed. Cincinnati: South-Western
67
1. Feigenbaum, A. V. (1991) Total Quality Control. New York: McGraw-Hill
2. Grant, E. L. & Leavenworth, R. S. (1998) Statistical Quality Control. 6th ed. New York:
McGraw-Hill
3. Hoyer, R.W. & Wayne, C. E. (1996) “A Graphical Exploration of SPC, Part 1.” Quality
Progress, 29, no. 5, 65-73.
4. Juran, J. M., & Gryna, F. M. (1980) Quality Planning and Analysis, 2nd ed. New york:
McGraw-Hill
5. Wadsworth, H. M., Stephens, K. S. & Godfrey, A. B. (1986) Modern Methods for
Quality Control and Improvement. New York: Wiley
SMSF 3123 48 hrs.

OPERATION RESEARCH I

To introduce the Learner to the Operation Research processes as well as help the learner
acquire techniques for solving decision-making problems in the industry using mathematical
models.

i. Formulate linear programming problems
ii. Solve Linear Programming problems using graphical and simplex methods
iii. Interpret sensitivity and duality problems
iv. Formulate transportation and assignment problems
Course Content
Introduction to Operation Research; Classification of Optimization models, classical
optimization; Introduction to Linear Programming; Definition, Notations and Terminologies
Graphical representation; Inequality regions, feasible regions, convex sets, extreme points,
basic feasible solution; Formulation of linear programming problems; Development of
Simplex Method by use of matrix operations; Geometry of Linear Programming, extreme
point, vertex and basic feasible solution; Decision Theory, Simulation and game theory.
Inventory Control. sensitivity and duality problems. Formulate transportation and
assignment problems
Mode of Delivery
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Course Assessment
Student Performance

1. Hiller, F.S. & Lieberman G.J. (2000) Introduction to Operations Research, seventh
edition, McGraw Hill
2. Anderson, S. and w. and Williams (2003)”An Introduction to Management Science:
Quantitative Approaches to Decision Making, South-Western.
3. Cachon, G. and Terwiesch , C. (2012). Matching Supply with Demand: An
Introduction to Operations Management. McGraw-Hill/Irwin
4. Gupta, P. K. And Hira D. S. (2007). Operations Research. Revised and Enlarged
Edition. New Delhi, India.
5. Paul A. Jensen and Jonathan F. Bard (2003). Operations Research Models and
Methods. John Wiley and Sons
6. Ragsdale , C. (2010) Spreadsheet Modeling & Decision Analysis: A Practical
Introduction to Management Science. Cengage Learning
1. Carter, M W and Camille C. Price (2000) Operations Research: A Practical Introduction.

CRC Press
2. Cheema, C. D (2005). Operations Research .Firewall Media.
3. Frazier, G. and Gaither, N. G. (2002). Operations Management. South Western
4. Sharma, J.K. (2013). Operations Research: Theory and Applications. Laxmi
Publications-New Delhi.
5. Stevenson, W, (2011) Operations Management .McGraw-Hill/Irwin.
6. Verma, A.P (2011) Introduction to Operation Reaserch. S K Kataria & Sons-New
Delhi
SMSF 3124 48 hrs.

DESIGN AND ANALYSIS OF EXPERIMENTS
Prerequisite None
69
To provide the learner with basic theory & principles of experimental design and analysis of
experiments.

i. Explain the principles of planning simple statistical experiments,
ii. Construct simple experimental designs,
iii. Perform analysis of variance in experimental design.
iv. Apply design of experiments in real life situation
Course Content
Principles of planning simple statistics experiments: Definition of simple statistical
experiment, Distinguish between statistical survey and experiment, Treatments,
experimental units, factors and replicates, Randomization, pairing and replication. Reasons
for randomization, pairing and replication. Random variations and experimental errors,
Standard error for differences between two treatments.
Simple experimental design:. Application to simple experimental designs such as completely
randomized, randomized blocks. latin squares and Graeco –latin squares designs. Analysis of
three ways classification model:
Analysis of variance in experimental design: Fixed effects and random effects models, One-
way classification and illustrate with examples, Analysis of variance (ANOVA) concept,
Partition sums of squares for ANOVA, Fixed - effects models to one – way analysis of
variance.
Mode of Delivery
Course Assessment
Student Performance

1. Douglas, C.M. (2008). Design and Analysis of Experiments, Wiley and sons
2. JMP, A Business Unit of SAS (2005). Design of Experiments. SAS Institute Inc., Cary,
NC, USA
3. Oehlert, G. W. (2010). A first course in design and analysis of experiments, W. H.
Freeman and Company. New York
70
4. Ramachandian, K.M and Chris, P.T. (2009). Mathematical Statistics with Application.
Academic Press, California
5. Van Belle, G. and Kathleen, F.K.(2012). Design and Analysis of Experiments in Health
Sciences. John Wiley & sons, NJ.
1. Ghosh, S and Rao, C.R. (1996) (Ed.), Design and analysis of Experiments. Elsevier
2. Khuri, A. I. and Comell, J. A. (1987). Response surfaces (Design and Analysis), Marcel
Dekker.
3. Pukelsheim, F. (1993). Optimal Design of Experiments, John Wiley.
4. Robert L. M., Richard F. G. , and James, L. H. (2003). Statistical Design and Analysis of
Experiments With Applications to Engineering and Science John Wiley & Sons, Inc.,
Hoboken, New Jersey.
5. Shah, K. R. and Sinha, B .K. (1989). Theory of Optimal designs. Springer Verlag.
SMSF 3171 TAXATION 48 hrs.
Prerequisite SMSF 1271, SMSF 2271

To equip the learner with the basics of taxes: what they are, who pays them, what kinds
exist, and what they’re used for. The learner will learn how people’s income is taxed, how
much revenue taxes generate, and how taxes and government services are related. Activities
based on real life will show the learner how to analyze a pay stub and how to calculate sales
tax.

i. Explain the purpose of taxation
ii. Differentiate between marginal and average tax rates
iii. Differentiate between tax avoidance and tax evasion
iv. Identify the government’s sources of tax revenue
v. Calculate sales tax and compare the effect of different tax rates on total price paid
Course Content
History of Taxation: Historical development of taxation, Purpose of Taxation: Principles of
Taxation: Classification of Taxes: Taxation of Income: Taxation for employment income,
Taxation for rental income, Taxation for investment income, Taxation for pension income,
Taxation for business income; Personal Reliefs and Withholding Tax; computation of tax
71
liability; computation of Capital Allowance: Pensions and Provident Funds: Value Added Tax:
implementation of Value Added Tax in Kenya, problems of tax implementation; Tax Evasion
and Tax Avoidance. Emerging issues in taxation.
Mode of Delivery
Course Assessment
Student Performance

1. Saleemi, “Taxation Simplified “,Text Book Center, Nairobi, Kenya
2. Daniel, M. K., “Financial Accounting”, Text Book Center, Nairobi, Kenya
3. Wood, “Business Accounting” 12th Edition, Text Book Center, Nairobi, Kenya
4. Rob, R. “Finance and Accounting for Business”, Text Book Center, Nairobi, Kenya
1. Quinn, “Book-Keeping and Accounting”, Text Book Center, Nairobi, Kenya
2. Debra Adams, “Management Accounting for Hospitality”, Text Book Center. Nairobi,
Kenya
3. Saleemi, “Business Finance Simplified”, Text Book Center, Nairobi, Kenya
4. Catherine G., “Financial Accounting for non-specialist”, 2nd Edition, Text Book Center,
Nairobi, Kenya.
SMSF 3141 DATABASE SYSTEMS 48 hrs.

To introduce the learner to data management with Database Management Systems (DBMS).
72
i. design a consistent database for a specified domain according to well-known design
principles
ii. formulate data retrieval queries
iii. design experimental analysis of the performance of a database system
iv. Apply different algorithms in database components.
Course Content
Introduction: definition of database, data, information and database systems. Uses of
databases and their advantages and disadvantages. Introduction to database models: File
systems, relational model, hierarchical model, network model, object-oriented model.
Database design: Introduction to relational model concepts: Entity, attributes, relationships.
Conceptual design, logical design. Introduction to normalization: Database management
systems (DBMS): Meaning of DBMS, Features DBMS, Types of DBMS, application DBMS,
Creating of a database: Designing of a database, creating a database design, database
operations, Database manipulation.
Mode of Delivery
Lectures, presentations, group discussions, practical exercises
Course Assessment
Student Performance

1. Garcia-Molina, H. Jeffrey D. U. and Widom, J. (2008) Database Systems: The
Complete Book. Prentice Hall
2. Hector Garcia-Molina, H., Jeffrey D. U. and Jennifer D. W. (2002). Database Systems:
The Complete Book. Prentice and hall.
3. Ling, L and Özsu, M. Tamer (Eds.) (2009) Encyclopedia of Database Systems. Springer
4. Ramakrishnan, R and Gehrke, J. (2003) Database Management Systems. McGraw-Hill
Education
5. Silberschatz , A., Henry F. K. and Sudarshan, S. (2010) Database System Concepts.
McGraw-Hill
73
1. Carlos Coronel, C., Steven, M. and Peter Rob (2009) Database Systems: Design,
Implementation, and Management. Cengage Learning.
2. Henry F. Korth (1992). Database System ConceptsMcGraw-Hill Companies.
3. Ramakrishnan , R. and Gehrke, J. (2007) Database Management Systems
4. Silberschatz,A., Henry F. K. and Sudarshan, S. (2001). Data system Concepts. McGraw-
Hill Higher Education
5. Zaniolo, C and Morgan K. (2009), Advanced Database Systems. Carlo Zaniolo
SEMESTER II
SMSF 3231 48 hrs.

ORDINARY DIFFERENTIAL EQUATIONS

To introduce the learner to the theory of ordinary differential equations and to explore a
selection of solution methods.
The focus of this course will be on the applications of ordinary differential equations (ODE’s)
to problems from the physical, biological, and social sciences. You will find that the tools we
develop this semester are used by researchers in every branch of science.

i. Solve first order ODE’s
ii. Solve second order ODE’s
iii. Apply ordinary differential equations to problems from the physical, biological, and
social sciences.
Course Content
Introduction to differential equations: order, degree and linear. Solution of first order
differential equations; Solution of homogeneous first differential equations, linear first order
differential equation, separable, and exact differential equations. Solution of linear second
order differential equation. Applications of differential equations
Mode of Delivery
Course Assessment
Student Performance
74

1. Abell, M. L., & Braselton, J. P. (2001).Modern differential equations (2nd ed.). Harcourt
College Publishers, Fort Worth.
2. Coddington , E.A (1989). An Introduction to Ordinary Differential Equations. Dover
Publications;
3. Edwards, C. H. & Penney, D. E. (2000).Differential equations: computing and
modeling. (2nd ed.). Upper Saddle River NJ: Prentice-Hall.
4. Edwards, C.H and Penny, D. E (2009) Differential Equations and Boundary Value
Problems. Pearson
5. Johnson , R. S (2012). Second-order ordinary differential equations Special functions,
Sturm-Liouville theory and transforms. Johnstone and Ventures

1. Ellis, R. &Gulick, D. (1994).Calculus with analytic geometry. (5th ed.). Fort Worth:
Saunders College Publishers
2. Finney, R. and Thomas, G. (1990). Calculus. Reading MA: Addison-Wesley. Grossman,
S. I. (1992). Calculus. (5th ed.). Fort Worth: Saunders College Publishers. Hughes-
Hallett, D
3. Noonburg, V. W (2014) Ordinary Differential Equations: From Calculus to Dynamical
Systems. Mathematical Association of America
4. Shair, A. Ambrosetti, Antonio (2014) A textbook on Ordinary Differential Equations.
Springer
5. Tenenbaum , M and Pollard, H (1985) Ordinary Differential Equations. Dover
Publications
SMSF 3221 OPERATION RESEARCH II 48 hrs.

To introduce to the learner the Operations Research processes of network analysis, dynamic
programming, assignment models and inventory models.

i. Perform optimization in project networks analysis
ii. Compare and contrast CPM and PERT
75
iii. Solve dynamic programming problems
iv. Apply inventory models in real life situation
v. Perform simulation and interpret the results
Course Content
Optimization in networks, shortest path including Floyd’s Algorithm, critical path method
(CPM) and project evaluation and review techniques (PERT), maximal flow, dynamic
programming, transshipment model, service tours, vehicle scheduling, saving and other
heuristic methods, urban transport planning with emphasis on bus mode and traffic flows.
Inventory models. Simulation.
Mode of Delivery
Course Assessment
Student Performance

1. Anderson, S. and w. and Williams (2003) ”An Introduction to Management Science:
Quantitative Approaches to Decision Making, South-Western.
2. Cachon, G. and Terwiesch , C. (2012). Matching Supply with Demand: An
Introduction to Operations Management. McGraw-Hill/Irwin
3. Gupta, P. K. and Hira D. S. (2007). Operations Research. Revised and Enlarged Edition.
New Delhi, India.
4. Paul A. Jensen and Jonathan F. Bard (2003). Operations Research Models and
Methods. John Wiley and Sons
5. Ragsdale , C. (2010) Spreadsheet Modeling & Decision Analysis: A Practical
Introduction to Management Science. Cengage Learning
1. Carter, M W and Camille C. Price (2000) Operations Research: A Practical Introduction.
CRC Press
2. Cheema, C. D (2005). Operations Research .Firewall Media.
3. Frazier, G. and Gaither, N. G. (2002) Operations Management. South Western
4. Sharma, J.K. (2013). Operations Research: Theory and Applications Laxmi
Publications-New Delhi.
5. Stevenson, W, (2011) Operations Management .McGraw-Hill/Irwin.
6. Verma, A.P (2011) Introduction to Operation Reaserch. S K Kataria & Sons-New
76
Delhi
SMSF 3222 48 hrs.

REGRESSION ANALYSIS

This course focuses on building a greater understanding, theoretical underpinning, and tools
for applying the linear regression model and its generalizations. With a practical focus, it
explores the workings of multiple regression and problems that arise in applying it, as well as
going deeper into the theory of inference underlying regression and most other statistical
methods.
This course is primarily about data analysis and developing a deeper understanding of the
generalized linear model.
i. Select, implement and interpret appropriate regression models to explain real-
world phenomena.
ii. State the assumptions of regression models, and investigate these assumptions
using appropriate plots and statistics.
iii. Demonstrate a command of the mathematical foundations of regression models.
iv. Demonstrate competence in using statistical software to implement regression
procedures.
v. Effectively communicate a proper interpretation of the results of a regression
analysis.
Course Content
Simple linear Regression. Introduction to multiple Regression with emphasis on theory of
least squares estimation, and model interpretation. Model Assumptions and Checking Model
Adequacy. Transformations of variables, interactions, model selection techniques, ANOVA,
influence diagnostics. Concept of Multi-colinearity and the Use of Qualitative Variables in
Regression Models. Correlation Analysis of Response and Predictor Variables. Generalized
Linear Models (Brief introduction to generalized linear models, logistic regression,
interpretation of parameters, Poisson regression). Use of Statistical Computer Packages for
Regression and Correlation Analyses, Interpretation of Results from Statistical Packages.
Mode of Delivery
77
Course Assessment
Student Performance
1. Montgomery, Peck, & Vining. (2012) Introduction to Linear Regression Analysis, 5th
edition. Wiley.
2. Agresti, A. Barbara, F. (2009) Statistical Methods for the Social Sciences, (Fourth Ed.).
Prentice Hall.
3. G. S. Maddala, G. S; Kajal, L. Wiley (2009) Introduction to Econometrics ,Wiley, (4th
edition)
4. Kennedy, P. (2008) A Guide to Econometrics. 6th ed. Oxford: Blackwell
1. Jeffrey A. G. & George A. M.L (2000) Research Methods in Applied Settings: An
Integrated Approach to Design and Analysis Lawrence Erlbaum Associates
2. Patrick, K. W. & Sonja S. T. (2002) A Practical Introduction to Econometric Methods:
Classical and Modern University of the West Indies Press
3. Wonnacott, T. H. and Ronald J. W. (1990) Introductory Statistics. 5th Ed. New York:
Wiley
4. Damodar N. G. (2008) Basic Econometrics (5th ed.) New York: McGraw Hill.
5. John F. (1992) Regression Diagnostics, Sage Series
PROJECT IN APPLIED STATISTICS

48 hrs.
SMSF 3232

To provide the learner with the opportunity to strengthen their actuarial, statistical and
research methods knowledge and skills by applying them in a real-world context.
i. Formulate a refined theoretical sound research question
ii. Collect data necessary to address this question
iii. Choose appropriate analyses to perform on these data
iv. Write an informative report on the research
v. Make a formal oral presentation of the project
78
Course Content
Abstract. introduction and literature review, problem statement, research methods, results,
discussion, conclusions, recommendation, referencing
Mode of Delivery
Group discussions, industrial visits, presentations
Course Assessment
Student Performance
Oral presentations: Project proposal and research findings, written report.
1. Booth, W.C., Gregoy G. C. and Williams, J.M. (2008). The Craft of Research (3rd ed.),
University of Chicago Press, Chicago
2. Cox, D.R. and Donnelly, C. (2011) Principles of Applied Statistics. Cambridge
University Press, Cambridge)
3. Michael, A. (1996) The Craft of Scientific Writing, 3rd ed. Springer, Berlin
4. Polya, G. (1957). How to Solve It: A New Aspect of Mathematical Method (2nd ed.)
Princeton University Press, Princeton
5. Venables, W.N. and Ripley, B.D (2002). Modern Applied Statistics with S (4th ed.)
Springer, Berlin

1. Gopen, G. D. and Swan, J.A (1990). The Science of Scientific Writing, American
Scientist (78) : 550--558
2. Kirk, R.E. (1991). Statistical consulting in a university: Dealing with people and other
challenges, American Statistician (45) , 28--34
3. Lamport , L. (1994) LaTeX: A document preparation system, User's guide and
reference manual Addison-Wesley Professional
4. Mittelbach, F., Goossens, M., Braams, J.,Carlisle, D. and Rowley, C. (2004). The LaTeX
Companion. Addison Wesley
5. Tweedie, R. (1998). Consulting: Real problems, real interactions, real outcomes,
Statistical Science (13), 1-29
6. Williams, J. (1990). Style: Toward Clarity and Grace. University of Chicago Press,
Chicago
79
SMSF 3261 ECONOMIC DEVELOPMENT AND PLANNING 48 hrs.
Prerequisite SMSF 1161, SMSF 1261, SMSF 2161, SMSF 2261

To equip the learner with skills, knowledge, expertise and personal qualities that are required
to support a growing economy. The learner will also be provided with tools and techniques
required for strategic and economic analysis planning
i. Explain key concepts, theories and methods in the pursuit of economic development.
ii. Conduct a strategic analysis of an organization or an economy.
iii. Utilize several models for strategic analysis
iv. Craft strategies related to different situations and demands.
v. Develop an action plan for a strategic option
Course Content
Economic under-development, obstacles of economic growth, vicious cycle of poverty,
Disguised unemployment and economic growth, Economic Development, Strategy of
economic development (Balanced and unbalanced growth), Investment Criteria and choice of
Techniques, Financial of Economic Development, Role of government in economic
development, Development Planning and Economic Planning.
Mode of Delivery
Course Assessment
Student Performance
80
1. Edward, J. B., Nancey, G. L. (2013) Planning Local Economic Development,
book.google.com
2. Robert J. S., Roger, R. S.& Brian, H. R. (2006) Regional Economic Development: Analysis
and Planning Strategy, book.google.com
3. Edward J. K., David J. G. & Stuart, C. F. Jr. (1995) Urban Land Use Planning, 4th Edition,
University of Illinois Press, Urbana
4. Richard, L. (2015) Strategic Management, 7th Edition, Pearson Education. New York
5. Arthur, A. T., Jr., Margaret, A. P., John, E. G. & Strickland, A. J. (2014) Crafting and
Executing Strategy Concepts and Cases ,19th Edition, McGraw Hill
6. Gerry J., Richard, W., Kevin, S., Duncan, A. & Patrick, R. (2013) Exploring Corporate
Strategy, Text and Cases, 10th Edition, Pearson Education.
1. Edward B. Barbier (2009) The Concept of Sustainable Economic Development
2. Edward J. Malecki (2009) Technology and Economic Development: The Dynamics of Local,
Regional, and National Change
3. Viktória, J., Zoltán, T. (2015) Lecture notes in Sustainable Local Economic Development,
Szent István University, Faculty of Economics and Social Sciences, Institute of Regional
Economics and Rural Development
4. Garth, S., Andrea. S., Joel, P. (2001) Strategic Management, .John Wiley &Sons
5. Kenichi, O. (2005) The Next Global Stage, Wharton School
SMSF 3241 DATA COMMUNICATION AND COMPUTER NETWORKS 48 hrs.

To serves as a general introduction for the learner seeking to acquire a foundation in current
network technologies for local area networks (LANs), wide area networks (WANs) and the
Internet. The course provides an introduction to hardware, software, terminology,
components, design, and connections of a network. Network concepts such as the OSI model,
topologies, and major protocols, as well as the basic functions of system administration and
operation are also included. The course is operating system independent and provides an
introduction to several popular network operating systems.
i. Explain the basic principles of network design
ii. Explain the concept of data communication within the network environment
iii. Understand the setting up of a network environment with all the necessary data
81
communication components, procedure and techniques that make it functional
iv. Describe communication protocols and data transmission modes
v. Explain the use of computer network and describe different components of
computer network
Course Content
Introduction to Networks, different types of networks: LAN, MAN, WAN. Network topologies,
Network Cabling, Types of cable. Network adapter card. Network Protocols. Further
classification of networks: Server based networks, peer to peer. Modems: Modes of data
transfer. Standards in networking, Server Types, Structured wiring, Hub, Installation and
configuring a network. Basic communication model. Data transmission modes, Information
theory and coding, Data transmission media and their characteristics. Data encoding,
Multiplexing, Error detection and control, Switching, Modems and Standard interfaces.
Internetworking devices, TCP/IP and the internet. Distributed networks, Centralized
networks.
Mode of Delivery
Course Assessment
Student Performance

1. Achyut, S. G. (2004) Computer Communication Networks, New Delhi: Tata McGraw
Hill Publishing Company Ltd.
2. Behrouz, A. F. (2006) Data Communication and Networking, New Delhi: Tata McGraw
Hill Publishing Company Ltd.
3. Balogun, V. (2004) PC Repairs & Data Communication Networks Unleashed, Calvary
Regent Publications, Garki-Abuja, Nigeria
4. Taneabaum, A. S. and Wetherall, D. J. (2011) Computer Networks, Prentice Hall, USA
5. Olifer, N. and Olifer, V. (2006) Computer Networks: Principles, Technologies and
Protocols for Network Design, John Wisley & Sons, Ltd. England.
1. Wayne, T. (2011) Introduction to Data Communications and Networking, New Delhi:
Pearson Education Inc. and Dorling Kindersley (India) Pvt. Limited.
2. William, S. (2004) Computer Networking with Internet Protocols and Technology, New
Delhi: Pearson Education.
3. William, S. (2007) Data and Computer Communications, 7th Edition, New Delhi: Pearson
82
Education.
4. Douglas, E. C. and Narayanan, M.S. (2009) Computer Networks and Internets with
Internet Applications, New Delhi: Pearson Education Inc. and Dorling Kinders Pvt. Ltd
2.14 DISTRIBUTION OF EXAMINATION MARKS, LECTURES AND TUTORIALS
Course Course Cours Cou Examination Lectures and

Code e rse Marks Tutorials (Hours)
Hours Uni
ts
CW E Total L T Total
Year I
Semester I
UCCC 1101 Communication Skills 48 1 30 70 100 32 16 48
SMSF 1181 Fundamentals of Financial 48 1 30 70 100 32 16 48
Mathematics
SMSF 1131 Basic Mathematics I 48 1 30 70 100 32 16 48
SMSF 1161 Introduction to Micro Economics 48 1 30 70 100 32 16 48
SMSF 1171 Financial Accounting 48 1 30 70 100 32 16 48
SMSF 1121 Introduction to Statistical Theory 48 1 30 70 100 32 16 48
and Methods
SMSF 1141 Computer Applications 48 1 30 70 100 24 24 48
336 7 210 490 700 216 120 336
30% 70% 100 64.3 35.7 100
% % % %
Semester II
UCCC 1103 Society and Culture 48 1 30 70 100 32 16 48
UCCC 1201 Health Education 48 1 30 70 100 32 16 48
SMSF 1231 Basic Mathematics II 48 1 30 70 100 32 16 48
SMSF 1261 Introduction to Macro 48 1 30 70 100 32 16 48
Economics
SMSF 1271 Cost Accounting 48 1 30 70 100 32 16 48
SMSF 1221 Probability and Statistics I 48 1 30 70 100 32 16 48
SMSF1241 Information Systems 48 1 30 70 100 24 24 48
288 6 180 420 600 184 104 336
30 70 100 63.8 36.11 100
% % % % % %
672 14 420 980 1400 432 240 672
30 70 100 64.3 35.7 100
83
% % % % % %
Year II
Semester I
SMSF 2131 Differential Calculus 48 1 30 70 100 32 16 48
SMSF 2161 Intermediate Micro-Economics 48 1 30 70 100 32 16 48
SMSF 2171 Principles of Management 48 1 30 70 100 32 16 48
SMSF 2121 Probability and Statistics II 48 1 30 70 100 32 16 48
SMSF 2122 Statistical Demography I 48 1 30 70 100 32 16 48
SMSF 2123 Statistical Computing 48 1 30 70 100 24 24 48
288 6 180 420 600 184 104 288
30 70 100 63.9 36.1 100
% % % % % %
Semester II
SMSF 2231 Integral Calculus 48 1 30 70 100 32 16 48
SMSF 2261 Intermediate Macro-Economics 48 1 30 70 100 32 16 48
SMSF 2211 Research Methods 48 1 30 70 100 32 16 48
SMSF 2271 Managerial Accounting I 48 1 30 70 100 32 16 48
SMSF 2221 Statistical Inference 48 1 30 70 100 32 16 48
SMSF 2241 Structured Programming 48 1 30 70 100 24 24 48
288 6 180 420 600 184 104 288
30 70 100 63.9 36.1 100
% % % % % %
Semester III
SMSF 2351 Industrial Attachment 432 4.5 450 0 450 0 216 216
432 4.5 450 0 450 0 216 216
100 100 100 100
% % % %
100 16.5 810 840 1650 368 424 792

8
49.1 50.9 100 46.5 53.5 100
% % % % % %
Year III
Semester I
SMSF 3131 Numerical Linear Algebra 48 1 30 70 100 32 16 48
84
SMSE 3171 Taxation 48 1 30 70 100 32 16 48
SMSF 3121 Time Series Analysis and 48 1 30 70 100 32 16 48
Forecasting
SMSF 3122 Quality Control and Acceptance 48 1 30 70 100 32 16 48
Sampling
SMSF 3123 Operation Research I 48 1 30 70 100 32 16 48
SMSF 3124 Design And Analysis of 48 1 30 70 100 32 16 48
Experiments
SMSF 3141 Database Systems 48 1 30 70 100 24 24 48
336 7 210 490 700 216 120 336
30 70 100 64.3 35.7 100
% % % % % %
Semester II
SMSF 3231 Ordinary Differential Equations 48 1 30 70 100 32 16 48
SMSE 3261 Economic Development and 48 1 30 70 100 32 16 48
Planning
SMSF 3221 Operation Research II 48 1 30 70 100 32 16 48
SMSF 3222 Regression Analysis 48 1 30 70 100 32 16 48
SMSF 3232 Project in Statistics 96 2 30 70 100 64 32 96
SMSF 3241 Data Communication and 48 1 30 70 100 24 24 48
Computer Networks
336 7 180 420 600 216 120 336
30 70 100 64.3 35.7 100
% % % % % %
Total Year 672 14 390 910 1300 432 240 672

30 70 100 64.3 35.7 100
% % % % % %
Total Programme 123

2352 44.5 1620 2730 4350 2 904 2136
37.2 62.8 100 57.7 42.3 100
% % % % % %
2.14 CORE TEXTS AND JOURNALS

1. Andy, P., Mik, W. and Jeff, H. (1994). Applied Bayesian Forecasting and Time Series Analysis.
Chapman and Hall
85
2. Bain, L.J and Max, E. (1991). Introduction to Probability and Mathematical Statistics (2nd ed.)
Thomson Learning, Duxbury
3. Balagurusamy (2008). Object Oriented Programming With C++. Tata McGraw-Hill Education.
4. Blum, D. and Mary, K., Eds. (1997). A Field Guide for Science Writers: the Official Guide of the
National Association of Science Writers. OUP, New York
5. Broniewicz, E (2011) Environmental Management in Practice InTech, CC BY-NC-SA
6. Chris, H. J. (2011) R Companion to Linear Models. Chapman & Hall/CRC Press, Boca Raton, FL,
7. Coddington , E.A (1989). An Introduction to Ordinary Differential Equations. Dover Publications
8. Cole, D. (ed.) (2001) Annual Editions: Microeconomics 02/03. N. Y.: McGraw-Hill Dushkin
9. Dennis , A. (2012) Systems Analysis and Design. Wiley
10. Douglas N. Arnold.(2001) A Concise Introduction to Numerical Analysis. School of Mathematics,
University of Minnesota, Minneapolis,
11. Douglas, C.M. (2008). Design and Analysis of Experiments, Wiley and sons
12. Dougherty , C (2011) Introduction to Econometrics Oxford University Press.
13. Elias, Z., E. (2006) Basic Concepts of Mathematics. University of Windsor, The zakon series of
mathematics analysis
14. Ellet, W. (2007) The Case Study Handbook: How to Read, Discuss, and Write Persuasively About
Cases. Harvard Business Review Press, USA
15. Fang, X. and Lu, L. (2005) Probability and Statistics. Dongfeng Li, Higher Education Press
16. Garcia-Molina, H. Jeffrey D. U. and Widom, J. (2008) Database Systems: The Complete Book.
Prentice Hall
17. Glanz, K., Rimer, B. and Viswanath, K. (Ed.)(2008) Health Behavior and Health Education: Theory
and Research,
18. Golden, (1981). Programming in the Basic Language. 2nd ed. Jovanovich: Harcourt
Brace.
19. Halmos , P.R. (1995) Linear Algebra Problem Book. Mathematical Association of America (MAA)
20. Haverbeke, M (2014) Eloquent JavaScript: A Modern Introduction to Programming. No Starch Press
22. Larry, W. (2004). All of Statistics. Springer Verlag
23. Larson, R. Falvo, D.C (2009). Elementary Linear Algebra. 6th edition.
25. Libby Rittenberg, L and Timothy Tregarthen, T. (2009) Principles of Macroeconomics
26. Mankiw, G. N (2014) Principles of Microeconomics, 7th Edition. Cengage Learning
27. Mankiw, Gregory (2011) Principles of Macroeconomics South-Western Cengage Learning.
28. Mohanty, S. K. (2005). Fundamentals of entrepreneurship, Prentice Hall.
29. Montgomery D.C. (1990). Forecasting and Time Series Analysis. (2nd ed.)”, McGraw Hill Book
Company, New York
30. Myers, M. (2014) A Smarter Way to Learn JavaScript: The new approach that uses technology to cut
your effort in half
31. Nickson, R. C. (1990). Computers; Concepts and Applications. Glenview: Foreman
32. Null, L. and Julia, L. (2010) The Essentials of Computer Organization and Architecture. Jones &
Bartlett Learning
33. Paul A. Jensen and Jonathan F. Bard (2003). Operations Research Models and Methods. John Wiley
and Sons
34. Paul, S. P. And Andrew, M. (2009). Introductory Time Series with R. Springer Series in
Statistics. Springer
35. Preston, S.H., Heuveline, P. and Guillot, M. (2001). Demography: Measuring and Modeling
Population Processes. Wiley-Blackwell
36. Ramachandian, K.M and Chris, P.T. (2009). Mathematical Statistics with Application. Academic
Press, California
86
37. Rice, J. A (1994), Mathematical Statistics and Data Analysis, 2nd edition, Duxbury Press.
38. Ross, K. A (2013) Elementary Analysis: The Theory of Calculus. Springer (Undergraduate Texts in
Mathematics)
39. Rothwell, J.D. (2004). In Mixed Company: Communicating in Small Groups and Teams, 5th edition,
Belmont, Ca: Thomson/Wadsworth.
41. Shao, J. (2005) Mathematical Statistics: Exercises and Solutions. Springer
42. Venables, W.N., Smith, D. M. and the R Core Team (2014) An Introduction to R, Notes on R: A
Programming Environment for Data Analysis and Graphics. Version 3.1.2 (2014-10-31
43. Victor, A. B. (2014). Using R for Numerical Analysis in Science and Engineering . Chapman &
Hall/CRC
44. Wackerly, D. , Mendenhall, W and Scheaffer , R. L (2007) Mathematical Statistics with Applications
Cengage Learning.
46. Williams, R. (2014) Keywords: A Vocabulary of Culture and Society. Fourth Estate
47. Jame D. Stice, Earl K. Stice and Fred Skousen (2009) Intermediate Accounting
48. Carl S. Warren, James M. Rweve and Jonathan Duchac (2007) Principles of Accounting
49. University of Minnesota Libraries Publishing (2017) Principles of Management
50. Bhattacherjee, Anol (2012) Social Science Research, Methods, and Practices
51. Robert B. Burns (2000) Introduction to Research Methods
52. Kenneth C. Laudon and Jane P. Laudon (1999) Management Information Systems
53. Wendy Robson (1997) Strategic Management and Information Systems: An Integrated Approach
87

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THE TECHNICAL UNIVERSITY OF KENYA

FACULTY OF APPLIED SCIENCES & TECHNOLOGY

REGULATIONS AND SYLLABUS FOR

DIPLOMA IN TECHNOLOGY IN APPLIED STATISTICS

© THE TECHNICAL UNIVERSITY OF KENYA

1.1 VISION OF THE UNIVERSITY

1.2 MISSION OF THE UNIVERSITY

1.3 PHILOSOPHY OF THE UNIVERSITY

1.4 UNIVERSITY ADMISSION REQUIREMENTS

Be a holder of Kenya Certificate of Secondary Education (or equivalent education) with a

Be a holder of a Certificate or Advanced Certificate in Technology with a credit pass of the

1.4.3 Postgraduate Diploma Programmes

i. Be a holder of a bachelor’s degree from TU-K or its equivalent from a recognized

1.4.4 Master’s Degree Programmes

i. A holder of at least an upper second honours, Bachelor’s degree of TU-K; or equivalent

1.4.5 Doctoral Degree Programmes

i. Be a holder of a master’s degree from TU-K or its equivalent from a recognized

1.4.6 Other Admission Requirements

1.4.7 Procedure for Admission

The Academic Registrar

1.5 ACADEMIC RESOURCES

Internet Access Points

Equipment and Teaching Materials (for the department)

Item Type Number Capacity Usage

Specific to Department Shared

Computers Dell 20 - Yes, Faculty

1.6 PROGRAMMES OFFERED BY THE DEPARTMENT

1.6.2 Duration of Programmes

(ii) Duration of study for all Bachelor’s Degrees

The duration of study for bachelor degrees shall be:

(iii) Duration of study for all Master’s Degrees

(iv) Duration of study for all Doctoral Degrees

1.6.3 Definitions of Terminologies

1.6.4 Academic Year and Semester

1st semester– 4 months (September to December/ calculated from when programmes

2.1 TITLE OF THE PROPOSED PROGRAMME

DIPLOMA IN TECHNOLOGY IN APPLIED STATISTICS

2.2 PHILOSOPHY OF THE PROGRAMME

2.3 RATIONALE OF THE PROGRAMME

2.3.2 JUSTIFICATION OF THE NEED FOR THE PROGRAMME

2.4 GOAL OF THE PROGRAMME

2.5 EXPECTED LEARNING OUTCOMES

2.6 MODE OF DELIVERY

2.7 ACADEMIC REGULATIONS FOR THE PROPOSED PROGRAMME

KCSE Subject Grouping

2.7.2 EXEMPTION FROM ANY COURSES IN THE PROGRAMME

(ii) Obligation of the Lecturer

2.7.4 LEARNERS ASSESSMENT POLICY/CRITERIA

End of Semester Examinations

a) A candidate who fails to take prescribed examinations on medical grounds or other

2.7.6 COMPENSATION OF MARKS

2.7.7 EXAMINATION REGULATIONS

Examination and Research Malpractices

Disciplinary Procedures and Penalties

2.7.10 AWARD, DESIGNATION AND CLASSIFICATION OF THE DIPLOMA

Classification of the Diploma

2.8 COURSE EVALUATION

2.9 MANAGEMENT AND ADMINISTRATION OF THE PROGRAMME

2.10 COURSES/UNITS OFFERED FOR THE PROGRAM

DIPLOMA IN TECHNOLOGY IN APPLIED STATISTICS

2.12 DURATION AND STRUCTURE OF THE PROGRAM

Common courses 96 96 2 4.16% 4.59%

2.13 DESCRIPTION OF COURSE CONTENT

Purpose of the Course: