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.
Details
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Author
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Document Date
2014/01/01
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Document Type
Working Paper
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Report Number
100097
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Volume No
1
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Total Volume(s)
1
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Country
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Region
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Disclosure Date
2015/10/13
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Disclosure Status
Disclosed
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Doc Name
SABER teachers country report : Kenya 2014
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Keywords
Teachers;Systems Approach for Better Education Results;bureau of economic research;Primary and Secondary Education;professional development;secondary school teacher;incentives for teacher;teacher policy;quality of education;student assessment method;opportunity for teacher;primary school teacher;quality of teacher;complete secondary school;teacher performance appraisal;availability of data;abilities of child;literacy and numeracy;social accountability initiative;social science research;study leave;incentives for performance;subject matter knowledge;children and youth;colleges and university;research and assessment;missing in action;Basic Education;effective education system;Teacher Professional Development;supply of school;data on student;instructional practice;
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Citation
Trembley,Andrew Paul Breeding,Mary E. Rogers,F. Halsey
SABER teachers country report : Kenya 2014 (English). Systems Approach for Better Education Results (SABER) country report : teachers Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/633491468187761171/SABER-teachers-country-report-Kenya-2014