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The School Improvement Programme of the Aga Khan Education Service, Kenya at Kisumu, Western Kenya: Evaluation Report.

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Bibliographic Details
Title: The School Improvement Programme of the Aga Khan Education Service, Kenya at Kisumu, Western Kenya: Evaluation Report.
Language: English
Authors: Capper, Joanne, Nderitu, Shelomith, Ogula, Paul
Peer Reviewed: N
Page Count: 125
Publication Date: 1997
Sponsoring Agency: Aga Khan Foundation, Geneva (Switzerland).
Document Type: Reports - Evaluative
Descriptors: African Studies, Developing Nations, Educational Development, Educational Improvement, Educational Needs, Elementary Education, Foreign Countries, Program Evaluation
Geographic Terms: Kenya
Abstract: This evaluation study was conducted at the behest of the Aga Khan Foundation (AKF) and the Institute for Policy Reform (IPR), working under contract with United States Agency for International Development. AKF's primary concern was to evaluate the effectiveness, cost-effectiveness, and the likelihood of sustainability of the School Improvement Programme (SIP) operating in Kisumu, Western Kenya. The SIP began in January 1990 with the intention to improve the quality of teaching and learning in primary schools in the Kisumu Municipality by promoting the adoption of child-centered teaching methods and developing strategies to institutionalize the process and outcomes of the effort. Data were gathered through standardized tests, observations, and interviews. Intervening variables were examined for their influence on the outcome of the tests. Overall, the likelihood that SIP's impact will be sustained over time is highly questionable owing to a variety of factors including high rates of turnover in school staff and SIP staff, limited transportation, currently untrained SIP staff, triple the size of the target audience due to expanded municipal boundaries, overriding and non-child-centered influence of the KCPE (Kenyan Certificate of Primary Education), and quality dissipation in training. Specific recommendations are offered for the program, training, and policy. The four chapters include: (1) "Background and Project Description"; (2) "Evaluation Study"; (3) "Findings"; and (4) "Discussion and Recommendations." (Contains 16 references.) (EH)
Entry Date: 1999
Accession Number: ED426009
Database: ERIC
Description
Abstract:This evaluation study was conducted at the behest of the Aga Khan Foundation (AKF) and the Institute for Policy Reform (IPR), working under contract with United States Agency for International Development. AKF's primary concern was to evaluate the effectiveness, cost-effectiveness, and the likelihood of sustainability of the School Improvement Programme (SIP) operating in Kisumu, Western Kenya. The SIP began in January 1990 with the intention to improve the quality of teaching and learning in primary schools in the Kisumu Municipality by promoting the adoption of child-centered teaching methods and developing strategies to institutionalize the process and outcomes of the effort. Data were gathered through standardized tests, observations, and interviews. Intervening variables were examined for their influence on the outcome of the tests. Overall, the likelihood that SIP's impact will be sustained over time is highly questionable owing to a variety of factors including high rates of turnover in school staff and SIP staff, limited transportation, currently untrained SIP staff, triple the size of the target audience due to expanded municipal boundaries, overriding and non-child-centered influence of the KCPE (Kenyan Certificate of Primary Education), and quality dissipation in training. Specific recommendations are offered for the program, training, and policy. The four chapters include: (1) "Background and Project Description"; (2) "Evaluation Study"; (3) "Findings"; and (4) "Discussion and Recommendations." (Contains 16 references.) (EH)