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.
Summary: | 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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