Kenya   SABER Country Report TEACHERS  2014   100097 Policy Goals Status 1. Setting clear expectations for teachers While the variety of teacher tasks is recognized, no time is officially allotted for  teachers to prepare lessons or complete any tasks other than teaching. 2. Attracting the best into teaching The high educational requirement for secondary teachers and career  opportunities may attract high quality candidates. However, the low educational requirement for primary school teachers and working conditions may result in lower quality teachers. 3. Preparing teachers with useful training and experience While secondary school teachers have substantial pre-service training,  primary school teachers receive substantially less. Teacher preparation is buttressed by some supervised classroom experience, but this remains quite limited. 4. Matching teachers’ skills with students’ needs Policies allow for significant hardship allowances for teachers in hard-to-staff  schools, but there is no policy to identify or attract teachers of critical shortage subjects. 5. Leading teachers with strong principals Policies for principal duties include supporting teachers’ instructional  improvement. Recent reforms seek to provide specialized training for principals where possible.  6. Monitoring teaching and learning Policies stipulate that comprehensive teacher evaluations and student  assessments are to be used to help identify areas for improvement in classroom, but they do not describe how student and teacher assessments are used to help policymakers improve the system. 7. Supporting teachers to improve instruction Teachers are not required to continuously learn through professional  development, but teachers can be required to attend professional development based on performance evaluations. 8. Motivating teachers to perform Career opportunities are linked to performance and there are basic  accountability mechanisms. However, there are no ongoing requirements to remain in the profession.      THEWORLDBANK KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  teacher workforce, as well as copies of supporting OverviewofSABERͲTeachers documents. The full database is available at the SABER Thereisincreasinginterestacrosstheglobeinattracting, website(http://saber.worldbank.org/) retaining, developing, and motivating great teachers. Student achievement has been found to correlate with Box1.Teacherpolicyareasfordatacollection economic and social progress (Hanushek & Woessmann 1. Requirementstoenterandremaininteaching 2007, 2009; Pritchett & Viarengo 2009; Campante & 2. Initialteachereducation Glaeser 2009), and effective teachers are key.  Recent studies have shown that teacher quality is the main 3. Recruitmentandemployment schoolͲbasedpredictorofstudentachievementandthat 4. Teachers’workloadandautonomy several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students 5. Professionaldevelopment (Hanushek & Rivkin 2010; Rivkin, et al. 2005; Nye et al. 6. Compensation(salaryandnonͲsalarybenefits) 2004; Rockoff 2004; Park & Hannum 2001; Sanders & Rivers 1996). However, achieving the right teacher 7. Retirementrulesandbenefits policiestoensurethateveryclassroomhasamotivated, 8. Monitoringandevaluationofteacherquality supported,andcompetentteacherremainsachallenge, with many gaps still in the evidence. Teacher 9. Teacherrepresentationandvoice effectiveness is also related to other design features of 10. Schoolleadership reforms with teacher policies having different impact dependingonthecontextandothereducationpoliciesin  place. To offer informed policy guidance, SABERͲTeachers  analyzestheinformationcollectedtoassesstheextent TheSABERͲTeacherstoolaimstohelpfillsomeofthese towhichtheteacherpoliciesofaneducationsystemare gaps by collecting, analyzing, synthesizing, and aligned with those policies that the research evidence disseminating comprehensive information on teacher to date has shown to have a positive effect on student policies in primary and secondary education systems achievement.SABERͲTeachersfocuses oneight Teacher aroundtheworld.SABERͲTeachersisacorecomponent PolicyGoals: of SABER (Systems Approach for Better Education 1. Settingclearexpectationsforteachers; Results), an initiative launched by the Human 2. Attractingthebestintoteaching; DevelopmentNetworkoftheWorldBank.SABERcollects 3. Preparing teachers with useful training and information about different education systems’ policy experience; domains, analyzes it to identify common challenges and 4. Matchingteachers’skillswithstudents’needs; promising solutions, and makes it widely available to 5. Leadingteacherswithstrongprincipals; inform country decisions on where and how to invest in 6. Monitoringteachingandlearning; ordertoimproveeducationquality. 7. Supportingteacherstoimproveinstruction;  ͺǤ Motivatingteacherstoperform(seeFigure1). SABERͲTeacherscollectsdataontencoreteacherpolicy areastoofferacomprehensivedescriptiveoverviewof the teacher policies that are in place in each participating education system (see Box 1). Data are collected in each participating education system by a specializedconsultantusingaquestionnairethatensures comparability of information across different education systems. Data collection focuses on the rules and regulations governing teacher management systems. This information is compiled in a comparative database where interested stakeholders can access detailed information organized along relevant categories that describe how different education systems manage their  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  Figure1:8TeacherPolicyGoals improved student outcomes. The main objective of this assessment is to identify the strengths and weaknesses of the teacher policies of an education system and pinpoint possible areas for improvement. For a more detailedreportontheeightteacherpolicygoals,policyͲ levers and indicators, as well as the evidence base supportingthem,seeVegasetal.(2012).  The main focus of SABERͲTeachers is on policy design/intent, rather than on policy implementation. SABERͲTeachers analyzes 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—  oftendifferquitesubstantiallyfrompoliciesasoriginally designed.Thiscanbeduetothepoliticaleconomyofthe The eight Teacher Policy Goals are functions that all reform process, lack of capacity of the organizations in highͲperforming education systems fulfill to a certain charge of implementing them, and/or the interaction extent in order to ensure that every classroom has a between these policies and other specific contextual motivated, supported, and competent teacher. These factors. Since SABERͲTeachers collects limited data on goals were identified through a review of evidence of policy implementation, the assessment of teacher research studies on teacher policies and the analysis of policies presented in this report needs to be policies of topͲperforming and rapidlyͲimproving complementedwithdetailedinformationthatdescribes education systems. Three criteria were used to identify the actual configuration of teacher policies on the them.Teacherpolicygoalshadtobe:(i)linkedtostudent ground. performance through empirical evidence; (ii) a priority for resource allocation; and (iii) actionable, that is, This report presents the results of the application of actions governments can take to improve education SABERͲTeachers in Kenya. It describes Kenya’s policy. The eight teacher policy goals exclude other performancewitheachoftheeightTeacherPolicyGoals, objectives that countries might want to pursue to alongside comparative information from education increasetheeffectivenessoftheirteachers,butonwhich systems that have consistently scored high results in there is to date insufficient empirical evidence to make international student achievement tests and have specificpolicyrecommendations. participated in SABERͲTeachers. Additional descriptive information on Kenya and the teacher policies of other Byclassifyingcountriesaccordingtotheirperformance education system can be found on the SABER website on each of the eight Teacher Policy Goals, SABERͲ (http://saber.worldbank.org/) Teachers can help diagnose the key challenges that countriesfaceinensuringtheyhaveeffectiveteachers. Kenya’steacherpolicysystemresults Foreachpolicygoal,theSABERͲTeachersteamidentified policyͲlevers(actionsthatgovernmentscantaketoreach Goal1:Settingclearexpectationsforteachers thesegoals)andindicators(whichmeasuretheextentto which governments are making effective use of these Establishedzzz| policyͲlevers). Using these policyͲlevers and indicators,  SABERͲTeachers classifies education system Setting clear expectations for student and teacher performance on each of the eight teacher policy goals performance is important to guide teachers’ daily work using a fourͲcategory scale (latent, emerging, and to align resources so that teachers can improve established, and advanced). These categories describe instructionalpractice.Inaddition,clearexpectationscan theextenttowhichagiveneducationsystemhasinplace help ensure there is coherence among different key teacher policies that are known to be related to aspectsoftheteachingprofession,suchasteacherinitial  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  education, ongoing professional development, and  teacherappraisal.SABERͲTeachersconsiderstwopolicyͲ Figure 2. Teachers’ official tasks related to school leversthatschoolsystemscanusetoreachthisgoal:(1) improvement clearexpectationsforwhatstudentsshouldknowandbe  Singapore Shanghai able to do and for how teachers should help students Kenya Japan reach these goals; and (2) useful guidance on teachers’ use of time to be able to improve instruction at the schoollevel.  Mentorpeers  9  9 (1) In Kenya, there are expectations for what students Collaborateonschoolplan 9 9 9 9 are expected to learn and for what teachers are supposed to do. The Kenya Institute of Curriculum Designthecurriculum 9 9 9 Developmentisresponsibleforsettinggoalsandaimsof Participateinschoolevaluation  9 9 the curriculum, providing and controlling the national Source:SABERͲTeachersdata. curriculum,andsettingstudentstandards.Arevisionof  the curriculum is expected to begin in 2014. Teacher duties are clearly stipulated by the Teachers Service Goal2:Attractingthebestintoteaching Commission. Emergingzz||   (2)Teachers inKenya are not providedwithextratime The structure and characteristics of the teaching career tocompletedutiesbeyondteachingtimewithstudents. can make teaching less attractive for talented Successful education systems such as Ontario, Finland, individuals. Talented people may be more inclined to Japan, South Korea, and Singapore devote considerable becometeachersiftheyseethatentryrequirementsare time at the school level to activities that are related to on par with those of wellͲregarded professions, if instructionalimprovement,suchascollaborationamong compensationandworkingconditionsareadequate,and teachers on the analysis of instructional practice, if there are career opportunities for them to grow mentoring, and professional development (Darling professionally. Hammond & Rothman 2011, DarlingͲHammond 2010,  Levin 2008). Japan, for example, devotes about 40 SABERͲTeachers considers four policyͲlevers school percent of teachers’ working time to these types of systems can use to reach this goal: (1) requirements to activities, while Ontario currently devotes 30 percent enter the teaching profession; (2) competitive pay; (3) (DarlingHammond&Rothman2011). appealing working conditions; and (4) attractive career  opportunities. In Kenya, policies enumerate the duties of teachers,  which include conducting class teaching; preparing (1) In Kenya, the requirements for new teachers may lessons, tracking student progress, and developing attract talented candidates at the secondary but not learning materials.  Senior teachers have duties that primary level. Most highͲperforming education systems includehelpingdesignthecurriculum,preparingteacher require all teachers to possess at minimum a Bachelor’s professionaldevelopment,andconductingevaluations. degree and to have other stringent requirements for  entry to the profession. Such demanding requirements While Kenya’s policies recognize the breadth of teacher suggest it is an esteemed profession. In Kenya, primary duties and the importance of improving instruction, schoolteachersareonlyrequiredtocompleteatwoͲyear teachersarenotprovidedwiththeextratimeduringthe trainingprogramaftercompletingsecondaryschooland workdaytocompletealltheseactivities.Officialteacher aproficiencyexamination(RevisedSchemeofServicefor workingtimeisexclusivelythetimespentteaching.This NonͲGraduate Teachers, 2007). Permanent secondary may result in insufficient time being devoted to lesson school teachers are required to complete a Bachelor’s planning, the grading of student work, the analysis of degreeaswellasaoneͲyearpostgraduatediploma. student performance trends, and other activities that  research suggests are associated with the improvement Multiple paths of entry to the teaching profession allow ofeducationqualityattheschoollevel. candidates to enter from wide career backgrounds.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  Providing a training path for professionals with subject policy norms, although once again there was great knowledge, but not teaching skills, also broadens the variationindifferentlocations. pool of potential teachers. In Kenya, there is only one  path to become a primary teacher and one path to Figure3.PupilͲteacherratios become secondary school teacher. Primary school Kenya 30 teachersmustallcompletethesametwoͲyearprogram, 47 regardless of their background. Secondary school Japan 10 16 teachers who have completed a Bachelor’s degree in a Shanghai 11 8 field other than education cannot become trained Singapore 18 teacherswithoutcompleting theBachelorsinEducation 16 as well (Revised Scheme of Service for Graduate SouthKorea 19 22 TeachersandLecturers,2007).  0 20 40 Primary Secondary (2) The teacher salary structure may not appeal to  Source:SABERͲTeachersdata,UNESCOInstituteforStatistics. talented candidates. Linking compensation to  performance on the job may signal to talented (4) There are attractive career opportunities in the individuals who are considering entering the teaching teaching profession. Most education systems offer profession that there are opportunities for professional teachers the possibility of being promoted to principal growth based on their effort and skill level. Teacher positions at some point in their careers. In addition to salaries in Kenya change over the course of a teacher’s these “vertical” promotions, most highͲperforming careerdependingonherorhisrankintheteachercareer education systems offer teachers the possibility of ladder, which in turn is determined by a number of “horizontal” promotions, to academic positions that factors including the results of performance evaluations allow them to grow professionally as teachers and yet (Revised Scheme of Service for Graduate Teachers and remain closely connected to instruction, instead of Lecturers, 2007).  Individual teachers also receive movinguptomanagerialpositions(OECD2012,DarlingͲ monetarybonusesforhighperformance. Hammond 2010). In Kenya, teachers may be promoted  totwodifferenttypesofpositions:headsofschoolsand (3)Workingconditionsinschoolsmaydetercandidates heads of departments which are largely administrative from the profession. While school conditions are positions. Heads are expected to formulate education important for the students’ learning environment, they plans, develop and organize teacher workshops and also are important to teachers as their working seminars, and induct new teachers. Opportunities for environment.  The official policy recommendation for promotion are mostly meritocratic, which helps make Pupil Teacher ratio for primary schools in Kenya is 40:1. theprofessionattractivetomotivatedcandidates. TheUNESCOInstituteforStatisticsestimatedtheratioas 47: 1 in primary schools and 30: 1 in secondary schools, Goal3:Preparingteacherswithuseful but there is a high degree of variability, including trainingandexperience overcrowded classrooms, in different locations. This is substantially higher than in many highͲperforming Emergingzz|| systems(seeFigure3).Thereareminimumstandardsfor  school infrastructure, but Ministry data were not Equipping teachers with the skills they need to succeed available on the quality of the physical conditions of in the classroom is crucial. Teachers need subject schools. This makes it difficult to assess the extent to masteryandpedagogicknowledge,aswellasclassroom which this factor may affect the quality of teacher managementskillsandconsiderableteachingpracticeto entrants.  From the 2013 Service Delivery Indicator besuccessfulintheclassroom. Survey, minimum infrastructure resources in primary SABERͲTeachers considers two policyͲlevers school schools which were assessed included the provision of systems can use to reach this goal: (1) minimum accessible toilets, sufficient light to read the blackboard standards for preͲservice training programs; and (2) fromthebackoftheclassroom,andthesupplyofschool requiredclassroomexperienceforallteachers. inputs such as books and availability of basic teacher  equipment. These compared favorably with Kenya’s   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  (1)TeacherinitialeducationinKenyaisconsiderablefor Goal4:Matchingteachers’skillswith secondary but not primary teachers. Virtually all highͲ students’needs performing countries require that teachers have an educational level equivalent to International Standard Emergingzz|| Classification of Education (ISCED) 5A (a researchͲ  focused Bachelor’s degree), and some systems, such as Ensuringthatteachersworkinschoolswheretheirskills Finland, require in addition a master’s degree (OECD are most needed is important for equity and efficiency. 2011). In Kenya, one can become a primary school First,itisawayofensuringthatteachersaredistributed teacherwithonlytwoyearsofpostsecondaryeducation. as efficiently as possible, so that there are no shortages Secondary school teachers are required to have a ofqualifiedteachersatanygivengrade,educationlevel, Bachelor’s degree and an additional educational or subject. Second, it is a means of ensuring that all requirement. studentsinaschoolsystemhaveanequalopportunityto  learn. Without purposeful allocation systems, it is likely (2) Teacher entrants are required to have substantial that teachers will gravitate towards schools serving opportunities for classroom practice. Research has betterͲoff students or located in more desirable areas, shownthatpracticalexperienceisanimportantfactorin deepeninginequalitiesinthesystem. teaching quality (DarlingͲHammond 2000).  The more  teachersdeveloptheirpedagogicalapproaches,subjectͲ SABERͲTeachers considers two policyͲlevers school matter knowledge, and classroom management skills systems can use to reach this goal: (1) incentives for withstudents,themoreeffectivetheywillbeintheirjob. teachers to work in hardͲtoͲstaff schools; and (2) InKenya,thepolicyindicatesthatallteachercandidates incentivesforteacherstoteachcriticalshortageareas. must complete 3Ͳ6 months of supervised practical  professional experience as part of their training and an (1)Teacherscanreceivesalarydifferentialsforteaching induction program. The teacher practicum at the in hardͲtoͲstaff areas, which may ease staffing Primary Teacher Training Colleges is only 9 weeks, difficulties in hardͲtoͲstaff schools. Attracting effective splitintothree3Ͳweeksessions.Thethirdpracticum teachers to work in hardͲtoͲstaff schools (schools that are in disadvantaged locations or serve underprivileged is devoted almost entirely to assessment, leaving populations)isachallengeformanycountries,andoften onlysixweeksforthetrainees’handsonͲexperience requires a specific set of incentives. In Kenya, the salary ofteaching. scaleprovidesahardshipallowanceof30%ofbasesalary  to teachers in hardͲtoͲstaff schools (Agreement on Once appointed in schools, principal teachers are TeacherSalaries,2012).Thismayencourageteachersto officially expected to help induct new teachers into the voluntarily distribute themselves more equitably system,althoughthereisnoformalinductionprogram. throughout the system. Some highͲperforming systems,  such as Ontario, assign their most effective teachers to Figure 4. Required classroom experience, primary school hardͲtoͲstaff schools, and offer greater career teachers  advancement to those with experience in challenging SouthKorea environments. Singapore Shanghai  Kenya Japan (2) Kenya has limited identification of subjects with teacher shortages, and there are no additional incentivesforteacherstoteachsuchsubjects.Inalmost 3monthsorless 9   9 all education systems, it is more difficult to attract teachers of some subjects than others. Despite a 12monthsorless   9   perceivedlackofteachersinparticularsubjectsinKenya, 12Ͳ24months    9 therearenoformalwrittenpoliciestoattractteachersof such subjects, such as monetary bonuses, scholarships, Morethan24months  9  loanassumption,orhousingsupport.InhighͲperforming Source:SABERͲTeachersdata  systems, various incentives exist to attract talented  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  professionals,particularlyfromhighͲdemandfields,into In Kenya, to be promoted to head teacher positions at teachingofcriticalshortagesubjects. the secondary level, teachers are required to take  leadership and management courses at the Kenya Figure 5. Incentives for teachers to teach in hardͲtoͲstaff Educational Management Institution (policy on schools “Identification, Selection, Appointment, Deployment,  and Training of Heads of PostͲPrimary Institutions”, SouthKorea Singapore 2007).Whilethegovernmentofferstheannual“Principal Shanghai Kenya of the Year” award, there is no system of incentives to Japan reward head teacher performance, such as a performanceͲbased component of their salary. While Promotion   9 9 head teachers often serve as heads of department before promotion, there is no induction or internship Higherbasicsalary  9  programtohelpthemtransitionintothisrole. Monetarybonus 9 9 9  Figure 6. Mechanisms to support the development of Subsidizededucation   9 principals’leadershipskills Housingsupport  9  9 SouthKorea Singapore Shanghai Source: SABERͲTeachers data. Note: Singapore has no specific incentives to attractqualifiedteacherstohardͲtoͲstaffschools,butitdoeshaveacentrally Kenya Japan managedteacherdeploymentsystemthatisintendedtoensureanequitable andefficientdistributionofteachers.  Coursesorothertraining Goal5:Leadingteacherswithstrong requirements 9  9 9 9 Mentoringorinternship principals program  9  9  Source:SABERͲTeachersdata Emergingzz||   (2) Principals in Kenya are explicitly expected to The quality of school heads is an important predictor of monitor teacher performance and to provide support student learning. Capable principals can act as and guidance to teachers for the improvement of instructional leaders, providing direction and support to instructional practice. Once education systems get the improvement of instructional practice at the school talented candidates to become principals, they need to level.Inaddition,capableprincipalscanhelpattractand structure their time to focus on improving instruction retaincompetentteachers. (OECD2012,Barber&Mourshed2007).HighͲperforming  education systems such as Finland, Ontario, and SABERͲTeachers considers two policyͲlevers school Singapore think of their principals as instructional systemscanusetoreachthisgoal:(1)educationsystem’s leaders. Principals are expected to be knowledgeable in investment in developing qualified school leaders; (2) teaching and curriculum matters, as well as to provide decisionͲmaking authority for school principals to guidance and support to teachers. They evaluate supportandimproveinstructionalpractice. teachers,providefeedback,assesstheschool’sneedsfor  professional development, and direct instructional (1) In Kenya, principals are required to receive resources to where they are most needed (DarlingͲ specialized training. Principals’ leadership skills can be Hammond & Rothman 2011). In Kenya, principals are developed through supported work experience or expectedtoplayaroleinevaluatingteacherandoverall through specific training courses. HighͲperforming schoolperformance,oftheschooloverall,andproviding systems such as Japan, South Korea, Shanghai, and guidanceonthecurriculumandteachingͲrelatedtasks. Singapore require the participation of applicants to  principal positions in specific coursework and/or a specialized internship or mentoring program aimed at developing essential leadership skills (OECD, 2012; DarlingͲHammond,2010).  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  Goal6:Monitoringteachingandlearning leaving examinations at the end of both primary and secondary school.  While they both may serve to help Establishedzzz| policymakersimprovecurriculumandnationalstrategy,  to date, it is difficult for teachers to gain access to use Assessinghowwellteachersare contributing tostudent this information to improve their individual practice. learningandwhetherstudentsarelearningisessentialto Uwezo can provide national and district level devise strategies for improving teaching and learning. information,andleavingexaminationsonlymeasurethe First,identifyinglowͲperformingteachersandstudentsis finalyearofschooling,regulatingentrytothenextlevel critical for education systems to be able to provide of schooling. There is however new discussion about strugglingclassroomswithadequatesupporttoimprove. makingresultsavailableforprimaryschoolsforteachers Second, teacher and student evaluation also helps to reflect where there are student learning difficulties identify good practices that can be shared across the and for making changes in classroom instruction. This systemtoimproveschoolperformance. remainspromising.   SABERͲTeachers considers three policy levers school (2)Therearesomesystemsinplacetomonitorteacher systemscanusetoreachthisgoal:(1)availabilityofdata performance.  Constructive teacher evaluations can onstudentachievementinordertoinformteachingand serve to identify areas of improvement and support. In policy; (2) adequate systems to monitor teacher Kenya, policy requires teachers to be evaluated by the performance; (3) multiple mechanisms to evaluate Directorate of Quality Assurance and Standards. teacherperformance. Evaluationsarereportedtoauthorities,butthey cannot  be tracked over time.  By doing so, it would allow (1) In Kenya, there are systems in place to assess authorities to identify teacher improvement over their student learning in order to inform policy but little to career and provide appropriate support. High informteachingpractice.AllhighͲperformingeducation performingsystemsoftenintegratethisinformationinto systems ensure that there is enough student data to their Education Management Information System inform teaching and policy, but they do so in very (EMIS). differentways.Regardlessofthemechanismtheydecide  to follow, highͲperforming systems ensure that three (3) Multiple mechanisms and criteria are to be used to main functions are fulfilled: (1) there is a system to evaluate teacher performance in Kenya. Most highͲ collect relevant and complete data on student performingsystemsconductteacherevaluationsusinga achievement regularly; (2) there is a mechanism for multiplicity of mechanisms of data collection and varied public authorities to have access to these data so that criteria for assessment. In Kenya, policy requires they can use it to inform policy; and (3) there is a evaluators to receive feedback from colleagues, head mechanism to feed these data and relevant analyses teachers, principals, and parents; evaluate student back to the school level, so that teachers can use them performance; conduct classroom observations; and toinformtheimprovementofinstructionalpractice. evaluate teaching materials. Evaluations are meant to  consider a variety of criteria, including teacher In Kenya, there are some largeͲscale assessments. The knowledge,methods,studentassessmentmethods,and Kenya National Assessment Centre, was established by outcomes (Quality Index, 2010). A new schoolͲbased the Kenya National Examinations Council to coordinate Teacher Appraisal and Development (TAD) system, in assessment activities in the country and to monitor association with the Teachers Service Commission, is learning achievement. In 2009 it also assessed a sample nowbeingpiloted. ofgrade3students.Inaddition,Uwezo,acivicandsocial   accountability initiative that aims to improve competencies in literacy and numeracy among children aged 6-16 years old in Kenya, Tanzania and Uganda, has been conducting annual sampleͲbased national assessments in Kenya since 2010. Uwezo’s reports provide a national snapshot of the abilities of children in and out of school.  In addition, there are  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  Figure7.Criteriatoevaluateteacherperformance Teachers College, and (iii) trained technical trainers  acquiring their Master’s degree (Teachers Service SouthKorea Singapore CommissionStudyLeavePolicy,2012).Whilesupporting Shanghai teachers as they study for degrees does not substitute Kenya Japan for ongoing training of all teachers, it may facilitate improvingtheproportionofteachersmeetingminimum Subjectmatterknowledge 9 9  9 9 qualifications.  Teachingmethods 9 9 9 9 9 Reforms. The drafted Code of Regulations for Studentassessmentmethods 9 9 9 9 9 Teachers of 2013 would require that all teachers Students’academicachievement 9  9 completeprofessionaldevelopmenteverythreeyears Source:SABERͲTeachersdata inordertorenewtheirteachingcertificate.Whilethe  draft does not stipulate the content or time of the professionaldevelopment,itwouldbeasteptowards Goal7:Supportingteacherstoimprove integrating teacher learning and ongoing instruction improvementintotheprofession.   Latentz||| (2) There are no official stipulations for the content or  the delivery of professional development. Research Institutions and policies are necessary to help teachers suggests that effective teacher professional improve instruction at the school level. To improve developmentiscollaborativeandprovidesopportunities instructional practice, teaching staff and school for inͲschool analysis of instructional practice, as leadership need to be able to regularly analyze student opposed to being limited to oneͲtime workshops or learning levels and difficulties, reflect on the specific conferences. HighͲperforming education systems like challenges they face in classroom teaching, have access Japan and Ontario devote as much as 30 per cent of to information on best practices to address these school time to professional development and challenges,andreceivespecificsupporttailoredtothese instructionalimprovementactivities. needs.   In Kenya, there are no official requirements for the SABERͲTeachersconsidersthreepolicyͲleversthatschool contentofprofessionaldevelopment.Theeffectiveness systems can use to reach this goal: (1) availability of oftheprofessionaldevelopmentisalsohighlydependent opportunities for teacher professional development; (2) onhowitisprovided.Highlyeffectiveeducationsystems teacher professional development activities that are make use of activities that focus on improving teacher collaborativeandfocusedoninstructionalimprovement; practice that is directly relevant to their current needs. and (3) professional development that is assigned to For example, Ontario makes use of teacher support teachersbasedontheirperceivedneeds. groups lead by experienced trainers throughout  teachers’ careers. Other forms of professional (1) Teachers are required to attend some professional developmentcorrelatedwithimprovingpracticeinclude development. HighͲperforming systems integrate schoolobservations,mentoringopportunities,individual opportunities for teacher improvement into their work orcollaborativeresearch,andcoaching. andcatertoindividualteacherneeds.InKenya,teachers  are required to attend professional development when (There are some improved activities for instructional stipulated by the Teachers Service Commission, but support for teachers now being implemented at the nothing beyond this (Teachers Service Commission Act, school level from the TAC Tutors in the early grade 2012). The Government pays for required professional reading and mathematics work which are likely to help development, and in many cases pays teachers while informandstrengthencurrentpolicy). they attend postsecondary colleges and universities,  including (i) untrained graduate teachers attaining the (3) Teacher professional development is formally Post Graduate Diploma in Education, (ii) untrained assigned based on perceived needs. Teachers may be technical teachers attending the Kenya Technical  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  assigned professional development if they obtain an performanceappraisalsbyTeachersServiceCommission unsatisfactory result on their performance evaluations. County Directors (Draft Teachers Service Commission Policy indicates that teachers who do not complete CodeofRegulationsforTeachers,2013). assigned professional development as a result of  performanceevaluationsmaybedismissediftheydonot (2) There are minimum mechanisms in place to hold fulfill theserequirements (Teachers ServiceCommission teachersaccountable.Requiringteacherstomeetsome Act,2012). standards to remain in the teaching profession can help  set minimum expectations for all teachers and facilitate Figure8.Typesofprofessionaldevelopmentrequired theremovalofineffectiveandabsentteachers.Research  in both developed and developing countries indicates SouthKorea Singapore that teacher absenteeism can reach high levels, Shanghai negatively impacting student performance (Chaudhury Kenya Japan etal.2006;Herrmann&Rockoff2009;Miller,Murnane & Willett 2008; Rogers & Vegas 2009; Service Delivery Observationvisits  9 9 9 Indicator Survey, Kenya, 2013). Teachers in Kenya may Teachernetworks  9 9 9 be dismissed for causes including misconduct, child abuse, absenteeism; and missing mandatory Schoolnetworks  9 9 9 professional development to strengthen their skills Research  9  9 associated with a poor teacher performance appraisal. Mentoring/coaching  9 9 9 However, teachers cannot currently be dismissed for Source:SABERͲTeachersdata.Note:SouthKoreadoesnotstipulatethetypes poorperformance. ofprofessionaldevelopment.  (3) Teacher performance may inform compensation. Goal8:Motivatingteacherstoperform Financialincentivesmaymotivateteacherstoensurethe best outcomes for their students. In Kenya, job Emergingzz|| performance can affect teacher compensation.  Performancereviewscanresultindenialofpayandtitle Adequate mechanisms to motivate teachers are a way promotions(DraftTeachersServiceCommissionCodeof forschoolsystemstosignaltheirseriousnessinachieving RegulationsforTeachers,2013). education goals, make the teaching career attractive to  competent individuals, and reward good performance Figure9.Incentivesforhighperformance whileensuringaccountability. SouthKorea  Singapore Shanghai SABERͲTeachersconsidersthreepolicyͲleversthatschool Kenya Japan systems can use to reach this goal: (1) linking career opportunities to teachers’ performance; (2) having mechanisms to hold teachers accountable; and (3) linkingteachercompensationtoperformance. Individualcompensation   9 9 9  (1) Career opportunities are linked to performance on SchoolͲlevelcompensation   9  9 thejob,andopenͲendedappointmentsareinformedby Source:SABERͲTeachersdata probation periods. To assess the effectiveness of a   teacher’sworkbefore grantinganopenͲendedposition, manyeducationsystemsrequireaprobationperiodfirst. InKenya,teachersaresubjecttoaprobationperiodofat least six months before they receive an openͲended position (Draft Teachers Service Commission Code of RegulationsforTeachers,2013).Inaddition,promotions along the scheme of service are not automatic, but depend upon satisfactory assessment during  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  Acknowledgements TeachersServiceCommission(2007)SchemeofServiceforNon GraduateTeachersandLecturers. This report was prepared by Andrew Trembley Teachers Service Commission (2011) Study Leave Policy, (Consultant, HDNED), with inputs from Mary Breeding Circular27/2011. (Consultant, HDNED), and under the direction of Halsey TeachersServiceCommission(2012)ReͲAlignmentofTeachers Rogers(LeadEconomist,HDNED).Theauthorswouldlike SalarywithThoseofCivilServants.CircularNo.21/2012, to thank Daniel Wesonga (Consultant, AFTHD) for 01October2012. collectingmuchofthedataforthisreport,CaroleRuoro Teachers Service Commission (n.d.) Teacher Performance (CfBT Education Trust) for her data collection and AppraisalReport. feedback, and Helen Craig (Lead Human Development TeachersService Commission (n.d.)Draft Code ofRegulations Specialist,AFTHD)forhersupport. forTeachers Teachers Service Commission (2012) Agreement on PolicyDocuments RealignmentofTeacherSalaries. DirectorateofQualityAssuranceandStandards(2010)Quality TeachersServiceCommission Index: Guidelines for Quality Assurance and Standards AssessmentofSchoolsinKenya. References Government of Kenya (2003).Public Officer Ethics Act and Barber, M., & Mourshed, M. 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GovernmentofKenya(2012)TeachersServiceCommissionAct, DarlingͲHammond, L. (2010). “Steady Work: How 31August,KenyaGazetteSupplementNo.101(ActsNo. Countries Build Successful Systems.” In DarlingͲ 20). Hammond, L. (2010). The Flat World and Government of Kenya (2013) Kenya Institute of Curriculum Education: How America’s Commitment to DevelopmentAct,25January,KenyaGazetteSupplement EquityWillDetermineOurFuture.NewYork,NY: No.11(ActsNo.4). TeachersCollege. Kenya Institute of Education (2008) Diploma Teacher EducationSyllabus,Vol.1Ͳ5. DarlingͲHammond,L.;&Rothman,R.(2011)Teacherand Kenya Institute of Education (2002) Primary Education leader effectiveness in highͲperforming Syllabus,Vol.1Ͳ2. educationsystems.Washington,DC:Alliancefor Kenya National Union of Teachers (2012) Recruitment of ExcellentEducation. Teachers in Public Schools in Line with a Signed Habyarimana, J. (2007) Characterizing Teacher Absence AgreementbetweenKNUTandTSC,09September. in Uganda:Evidencefrom2006UnitCostStudy. Ministry of Education of Kenya (2008) Safety Standards Washington,DC:TheWorldBank. ManualforSchoolsinKenya. Hanushek, E. A., & S. G. Rivkin. (2010). “Generalizations Teachers Service Commission (2007) Policy on Identification, Selection, Appointment, Deployment and Training of about Using ValueͲAdded Measures of Teacher HeadsofPostPrimaryInstitutions. Quality.” American Economic Review.100 (2): Teachers Service Commission (2007) Scheme of Service for 267–71. GraduateTeachersandLecturers.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014  Hanushek, E. & Woessmann (2007). “Education Quality  and Economic Growth.” Washington, DC: The Rockoff, J. E. (2004). "The Impact of Individual Teachers WorldBank. on Student Achievement: Evidence from Panel Data." American Economic Review, 94(2), 247Ͳ Hanushek, E.  & Woessmann (2009). “Schooling, 252. Cognitive Skills, and the Latin American Growth Puzzle.”NBERWorkingPaper15066.Cambridge, Rogers,F.H.,&Vegas,E.(2009)."NoMoreCuttingClass? MA: National Bureau of Economic Research Reducing Teacher Absence and Providing (NBER). Incentives for Performance." Policy Research Working Paper 4847. Washington, DC: The Herrmann, M. A., & Rockoff, J. E. (2009). "Work WorldBank. Disruption, Worker Health, and Productivity: Sanders, W. L., & Rivers, J. C. (1996). "Cumulative and Evidence from Teaching." New York, NY: Residual Effects of Teachers on Future Student ColumbiaBusinessSchool. Academic Achievement." Research Progress Ingersoll, R. (2007). A comparative study of teacher Report. Knoxville, TN: University of Tennessee preparation and qualifications in six nations. ValueͲAddedResearchandAssessmentCenter. ConsortiumforPolicyResearchonEducation.  Levin,B.(2008)Howtochange5000schools.Cambridge, Service Delivery Indicator Survey, Kenya, 2013, MA:HarvardEducationPress. WashingtonDC,TheWorldBank  Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). "Do Vegas, E., et al. (2012) What matters most in teacher TeacherAbsencesImpactStudentAchievement? policies? A framework for building a more Longitudinal Evidence From One Urban School effective teaching profession. Washington, DC: District." Educational Evaluation and Policy TheWorldBank. Analysis,30(2),181Ͳ200. Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). "How Large Are Teacher Effects?”. Educational EvaluationandPolicyAnalysis,26(3),237Ͳ257. OECD(2011)BuildingahighͲqualityteachingprofession. Lessonsfromaroundtheworld.Paris:OECD. OECD (2012) Preparing teachers and developing school leadersforthe21stcentury.Paris:OECD. Park, A., & Hannum, E. (2001). "Do Teachers Affect Learning in Developing Countries?: Evidence from Matched StudentͲTeacher Data from China." Paper presented at the Conference Rethinking Social Science Research on the Developing World in the 21st Century. Park City, Utah:SocialScienceResearchCouncil. Pritchett, L.  & Viarengo, M. (2009). “Producing Superstars for the Economic Mundial: The MexicanPredicamentwithQualityofEducation. PEPG Working Paper 09Ͳ01. Cambridge, MA: Program on Education Policy and Governance (PEPG). Rivkin, S. G., Hanushek, E., A. & Kain, J. F. (2005). "Teachers, Schools and Student Achievement." Econometrica,73(2),417Ͳ458.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 KENYAۣTEACHERPOLICY  SABERCOUNTRYREPORT|2014   www.worldbank.org/education/saber  The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of teacher policies. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in thisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernmentstheyrepresent.TheWorld Bankdoesnotguaranteetheaccuracyofthedataincludedinthiswork.Theboundaries,colors,denominations,andotherinformationshown onanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsement oracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13