Comments

Comment on the Resource   Post a comment on this item

Statistics

This resource has been visited 52 times

This resource has been requested 0 times

Nexus between participating in cross-national learning assessments and educational policy reforms: case study of Kenya, Tanzania and South Africa

Mulongo, G; Amod, Z

Abstract:
Utilizing the theory of change, this study analyzes the extent to which the participation in cross-national learning assessments by Kenya, Tanzania and South Africa has contributed to educational policy and curriculum reforms.Data collection involved in-depth interviews with key informants and summative content analysis of policy/strategic documents. The findings reflect that overall, at least 11 policy/strategic documents formulated between the years 2000 and 2015 in the three countries respond well to recommendations or findings emanating from the cross-national learning assessments. Two curriculum reviews/reforms attributable to cross-national learning assessments are also recorded. The inferences are drawn based on the testament by the research participants and or whether the documents contain strong references to cross-national learning assessment

:  

 


Document Title: Nexus between participating in cross-national learning assessments and educational policy reforms: case study of Kenya, Tanzania and South Africa
Journal: Educational Research for Policy and Practice
Volume: 18
No. of Pages: 203-223


Document Type:Journal Article (Peer Reviewed)
Subject Area:Contributory Studies and Research Approaches
Country:African Continent
Keywords:Curriculum, Course Development, Learning Activities, Assessment, Literacy, Policy


Date Added:12 November 2020


Mulongo,G; Amod, Z, (2019) Nexus between participating in cross-national learning assessments and educational policy reforms: case study of Kenya, Tanzania and South Africa< Educational Research for Policy and Practice 18:203–223>