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Kenya Teachers : SABER Country Report 2014

SKILLS PRIMARY TEACHER EMPLOYMENT COLLEGE BASIC EDUCATION SCHOOL TEACHERS PRIMARY TEACHERS TEACHERS PROFESSIONAL DEVELOPMENT PUPILͲTEACHERRATIOS CLASS TEACHING DECISIONͲMAKING SCHOOLING NUMERACY QUALIFIEDTEACHERS GROUPS ACADEMIC POSITIONS LEARNING ACHIEVEMENT HEAD TEACHER CAREER TEACHEREDUCATION EFFECTIVEEDUCATION LEARNING MATERIALS TEACHING MATERIALS PUPIL TEACHER RATIO COLLEGES PRIMARY TEACHER TRAINING TRAINING PROGRAMS SOCIAL SCIENCE RESEARCH SOCIALSCIENCE SOCIALSCIENCERESEARCH RESEARCH INSTITUTIONS LITERACY KNOWLEDGE LEARNING ENVIRONMENT QUALITYTEACHING SCHOOL PRINCIPALS QUALITY OF EDUCATION TRAINING EDUCATION POLICIES SCHOOL TIME TEACHER TRAINING EFFECTIVE TEACHING GRADUATE ACADEMIC ACHIEVEMENT SCHOLARSHIPS TEACHINGMETHODS CAREER OPPORTUNITIES STUDENT ACHIEVEMENT LEARNING RESEARCH TEACHING SKILLS STUDENTACHIEVEMENT CLASSROOM TEACHING PRIMARY SCHOOL TEACHING PRIMARYSCHOOLS STUDENTASSESSMENT PRIMARY SCHOOLS EDUCATION SYSTEMS READING CAREER EDUCATION EDUCATIONPOLICIES SCHOOLSYSTEM TEACHER EDUCATION SCIENCE CURRICULUM DESIGN PRIMARY SCHOOL TEACHERS SCHOOLS STUDENT HEAD TEACHERS PARTICIPATION TEACHER TRAINING COLLEGES STUDENT PERFORMANCE MINISTRY OF EDUCATION STUDENT DATA SOCIAL SCIENCE YOUTH CAREERS DISADVANTAGED STUDENTS PEDAGOGICALAPPROACHES NATIONAL EXAMINATIONS QUALITYASSURANCE QUALITYOFEDUCATION CLASSROOM MANAGEMENT CURRICULUM TEACHER TEACHER SHORTAGES BUSINESSSCHOOL TEACHERDEPLOYMENT COGNITIVE SKILLS CHILDREN ACADEMICACHIEVEMENT EDUCATION INVESTMENT SCIENCERESEARCH CAREER OPPORTUNITIES INSTRUCTION PROFESSIONAL DEVELOPMENT SCIENCE RESEARCH PUBLIC SCHOOLS UNIVERSITY STUDENTS CLASSROOM PRACTICE LEADERSHIP QUALITY ASSURANCE CLASSROOM INSTRUCTION EDUCATIONSYSTEMS PRIMARY EDUCATION DEGREES TEACHER ABSENTEEISM CLASSROOM CLASSROOMS EQUALOPPORTUNITY SCHOOL SECONDARY EDUCATION STUDENT LEARNING SCHOOLTEACHERS PROFESSIONALDEVELOPMENT UNIVERSITIES HUMAN DEVELOPMENT
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World Bank, Washington, DC
Africa | Kenya
2015-11-18T15:57:21Z | 2015-11-18T15:57:21Z | 2014-01

The SABER teacher’s tool aims to help fill some of these gaps by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. The main focus of SABER teachers is on policy design/intent, rather than on policy implementation. SABER teachers analyze the teacher policies formally adopted by education systems. However, policies ‘on the ground’, that is, policies as they are actually implemented at school or other institutional level, often differ quite substantially from policies as originally designed. This can be due to the political economy of the reform process, lack of capacity of the organizations in charge of implementing them, and/or the interaction between these policies and other specific contextual factors. Since SABER Teachers collects limited data on policy implementation, the assessment of teacher policies presented in this report needs to be complemented with detailed information that describes the actual configuration of teacher policies on the ground. This report presents the results of the application of SABER Teachers in Kenya. It describes Kenya’s performance with each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored high results in international student achievement tests and have participated in SABER teachers.

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