Participation in cross-national learning assessments and impact on capacity development: Programmes, practice, structures and teacher competency. Case study of Kenya, Tanzania and South Africa
| Autor: | Zaytoon Amod, Godfrey Mulongo |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Economic growth
Civil society Capacity Building Social Psychology Strategy and Management Geography Planning and Development Body of knowledge Interviews as Topic Professional Competence Political science 0502 economics and business Basic education Curriculum development Learning 050207 economics Business and International Management Africa South of the Sahara Qualitative Research biology business.industry 05 social sciences Public Health Environmental and Occupational Health 050301 education Theory of change Public relations biology.organism_classification Tanzania Summative assessment The Conceptual Framework Educational Measurement School Teachers business 0503 education |
| Zdroj: | Evaluation and program planning. 65 |
| ISSN: | 1873-7870 |
| Popis: | This research is one of the few attempts to employ the conceptual framework of "technology transfer" to analyze the extent that participation in cross-national learning assessments has had on capacity development, particularly in the development of official public structures, by equipping educationists and influencing teachers’ competency in Kenya, Tanzania and South Africa. The researchers conducted semi-structured interviews with key informants drawn from the Ministries of Basic Education, national examinations councils, civil society organizations and curriculum development institutions in the three countries. The in-depth interviews were complemented by relevant literature on this topic. The study established improved technical capacities in the public education sector in South Africa and Kenya to design and conduct independent large-scale learning assessments. This important research demonstrates a certain level of commitment by African countries to establish official structures necessary to design/implement and sustain a culture of monitoring learning outcomes through public funded large-scale learning assessments. The research potentially contributes to the body of knowledge as far as ‘summative’ evaluation and analysis of the theory of change underpinning the participation in cross-national learning assessments espoused under the Education for All (EFA) Framework of Action |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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