Kenya Teachers

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.

Bibliographic Details

Main Author:	World Bank Group
Format:	Report biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2014-01
Subjects:	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, INSTRUCTION, 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,
Online Access:	http://documents.worldbank.org/curated/en/2015/10/25145607/saber-teachers-country-report-kenya-2014 https://hdl.handle.net/10986/23010
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