The SACMEQ II Project in Kenya: a study of the conditions of schooling and the quality of education: Kenya working report

Author(s): Obiero, Charles; Onsomu, Eldah; Nzomo, Juliana

Organisation(s): Kenya. Ministry of Education

Date: 2005

Pages: 338 p.

Serie: SACMEQ educational policy research series


This report presents the results of SACMEQ II, which was SACMEQ’s second educational policy research project. The “setting” for the study has been described in the first chapter, with an introduction to the SACMEQ II Project, a description of the structure of the school system in Kenya (with respect to organisation and management of the sector, education financing, current situational analysis of the education sector, a discussion of the main policy concerns for the Ministry) and an explanation of the linkages between the Ministry and the SACMEQ consortium. Chapter 2 examines the conduct of the study and includes a description of the design of the study, the procedures for the development of the data collection instruments, sampling procedures, a discussion on the implementation of the study and comments on the interpretation of the research findings. The pupil’s characteristics and their learning environment are described in Chapter 3 and include personal characteristics, home background characteristics that might have implications for monitoring equity and impact upon teaching and learning. An analysis of the school context factors experienced by Standard 6 pupils that might impact upon teaching learning and the general functioning of schools is also provided. The characteristics of teachers and their views on teaching, classroom resources, professional support and job satisfaction are described in Chapter 4. In Chapter 5 data on the characteristics of school heads and their views on educational infrastructure, the organisation and operation of schools, and problems with pupils and staff are analysed. The issue of equity in the allocation of human and material resources among provinces and among schools within provinces is taken up in Chapter 6. The reading and mathematics achievement levels of pupils and their teachers are described in detail in Chapter 7. Chapter 8 presents four different analyses, each attempting to identify the major variables affecting achievement at Standard 6 in Kenya. Throughout Chapters 3 to 8, there are suggestions for policy and action. In Chapter 9 these are brought together and the implications for action are summarised in an “Agenda for Action”.

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