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Towards the Making of Education Policy in Kenya: Conclusions and Implications

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dc.contributor.author Oduol, Truphena
dc.date.accessioned 2020-05-14T08:15:57Z
dc.date.available 2020-05-14T08:15:57Z
dc.date.issued 2006
dc.identifier.citation International Education Journal, 2006, 7(4), 466-479 en_US
dc.identifier.issn 1443-1475
dc.identifier.uri https://files.eric.ed.gov/fulltext/EJ854302.pdf
dc.identifier.uri http://kerd.ku.ac.ke/123456789/487
dc.description An article published in International Education Journal en_US
dc.description.abstract This paper uses the SACMEQ II data to carry out an analysis of classroom context factors that accounted for student scores in reading and mathematics as well as a review of methods used to derive policies in Kenya in order to emphasise the need for evidence-based research for the derivation of policies for the leadership and management of primary education in Kenya. The paper goes further to explain the advantages of the approach as well as some of the impediments. Some suggestions of measures needed to foster the approach are provided. It emphasises that this approach is a necessary ingredient for effectiveness and efficiency in education. en_US
dc.language.iso en en_US
dc.publisher Shannon Research Press en_US
dc.subject Evidence-based research en_US
dc.subject Policy-making en_US
dc.subject Management of education en_US
dc.subject School effectiveness en_US
dc.subject Kenya en_US
dc.title Towards the Making of Education Policy in Kenya: Conclusions and Implications en_US
dc.type Article en_US


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