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.
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(Source: Stathers et al. 2013)
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Mulongo, G., Amod, Z. Nexus between participating in cross-national learning assessments and educational policy reforms: case study of Kenya, Tanzania and South Africa. Educ Res Policy Prac 18, 203–223 (2019). https://doi.org/10.1007/s10671-019-09250-9
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DOI: https://doi.org/10.1007/s10671-019-09250-9