Reframing teacher in-service training in Kenya: Recommendations from the literature
Document Type
Journal Article
Publication Title
Africa Education Review
Publisher
Taylor & Francis Group
School
School of Education
RAS ID
27480
Abstract
Following the rapid expansion of Kenya's education system from 2003, raising education standards has emerged as the country's next major nation-building challenge. There is acknowledgement within Kenya that high education standards are dependent upon the quality of its teachers, which is in turn dependent upon the quality of their pre-service training, and subsequent in-service training. However, amidst accusations that educational standards are declining, in-service training programmes in particular have been singled out as being overly bureaucratic, under resourced, poorly delivered and ineffective in helping to raise teaching standards. Further, the literature suggests that current in-service training programmes are failing to address more fundamental issues surrounding Kenyan teaching professionalism as a whole. This article examines the literature surrounding teacher in-service training in Kenya, as identified by Kenyan researchers, with the aim of synthesising and clarifying the major issues surrounding quality and delivery, and then presents policy recommendations for reframing and building effective in-service provision for the future.
DOI
10.1080/18146627.2017.1340803
Access Rights
free_to_read
Comments
Lowe, G. M., & Prout, P. F. (2018). Reframing teacher in-service training in Kenya: Recommendations from the literature. Africa Education Review, 16(3) 54-66.
Available here.