World Bank Group2015-11-182015-11-182014-01https://hdl.handle.net/10986/23010The 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.en-USCC BY 3.0 IGOSKILLSPRIMARY TEACHEREMPLOYMENTCOLLEGEBASIC EDUCATIONSCHOOL TEACHERSPRIMARY TEACHERSTEACHERSPROFESSIONAL DEVELOPMENTPUPILͲTEACHERRATIOSCLASS TEACHINGDECISIONͲMAKINGSCHOOLINGNUMERACYQUALIFIEDTEACHERSGROUPSACADEMIC POSITIONSLEARNING ACHIEVEMENTHEAD TEACHERCAREERTEACHEREDUCATIONEFFECTIVEEDUCATIONLEARNING MATERIALSTEACHING MATERIALSPUPIL TEACHER RATIOCOLLEGESPRIMARY TEACHER TRAININGTRAINING PROGRAMSSOCIAL SCIENCE RESEARCHSOCIALSCIENCESOCIALSCIENCERESEARCHRESEARCH INSTITUTIONSLITERACYKNOWLEDGELEARNING ENVIRONMENTQUALITYTEACHINGSCHOOL PRINCIPALSQUALITY OF EDUCATIONTRAININGEDUCATION POLICIESSCHOOL TIMETEACHER TRAININGEFFECTIVE TEACHINGGRADUATEACADEMIC ACHIEVEMENTSCHOLARSHIPSTEACHINGMETHODSCAREER OPPORTUNITIESSTUDENT ACHIEVEMENTLEARNINGRESEARCHTEACHING SKILLSSTUDENTACHIEVEMENTCLASSROOM TEACHINGPRIMARY SCHOOLTEACHINGPRIMARYSCHOOLSSTUDENTASSESSMENTPRIMARY SCHOOLSEDUCATION SYSTEMSREADINGCAREER EDUCATIONEDUCATIONPOLICIESSCHOOLSYSTEMTEACHER EDUCATIONSCIENCECURRICULUM DESIGNPRIMARY SCHOOL TEACHERSSCHOOLSSTUDENTHEAD TEACHERSPARTICIPATIONTEACHER TRAINING COLLEGESSTUDENT PERFORMANCEMINISTRY OF EDUCATIONSTUDENT DATASOCIAL SCIENCEYOUTHCAREERSDISADVANTAGED STUDENTSPEDAGOGICALAPPROACHESNATIONAL EXAMINATIONSQUALITYASSURANCEQUALITYOFEDUCATIONCLASSROOM MANAGEMENTCURRICULUMTEACHERTEACHER SHORTAGESBUSINESSSCHOOLTEACHERDEPLOYMENTCOGNITIVE SKILLSCHILDRENACADEMICACHIEVEMENTEDUCATIONINVESTMENTSCIENCERESEARCHCAREER OPPORTUNITIESINSTRUCTIONPROFESSIONAL DEVELOPMENTSCIENCE RESEARCHPUBLIC SCHOOLSUNIVERSITYSTUDENTSCLASSROOM PRACTICELEADERSHIPQUALITY ASSURANCECLASSROOM INSTRUCTIONEDUCATIONSYSTEMSPRIMARY EDUCATIONDEGREESTEACHER ABSENTEEISMCLASSROOMCLASSROOMSEQUALOPPORTUNITYSCHOOLSECONDARY EDUCATIONSTUDENT LEARNINGSCHOOLTEACHERSPROFESSIONALDEVELOPMENTUNIVERSITIESHUMAN DEVELOPMENTReportWorld Bank10.1596/23010