Nexus between Participating in Cross-National Learning Assessments and Educational Policy Reforms: Case Study of Kenya, Tanzania and South Africa

Autor/inn/en	Mulongo, Godfrey; Amod, Zaytoon
Titel	Nexus between Participating in Cross-National Learning Assessments and Educational Policy Reforms: Case Study of Kenya, Tanzania and South Africa
Quelle	In: Educational Research for Policy and Practice, 18 (2019) 3, S.203-223 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulongo, Godfrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-019-09250-9
Schlagwörter	Case Studies; Cross Cultural Studies; Content Analysis; Educational Change; Curriculum Development; Educational Policy; International Assessment; Foreign Countries; Strategic Planning; Correlation; Kenya; South Africa; Tanzania + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cultural comparison; Kulturvergleich; Inhaltsanalyse; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Ausland; Strategy; Planning; Strategie; Planung; Korrelation; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania
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 assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01