Elusive search for quality education : the case of quality assurance and teacher accountability

• Published in: International journal of educational management Vol. 22; no. 5; pp. 417 - 431
• Main Author: Odhiambo, George
• Format: Journal Article
• Language: English
• Published: Bradford Emerald 01-01-2008; Emerald Group Publishing Limited
• Subjects: Accountability; Administration; Collective bargaining; Decentralization; Developing countries; Education policy; Education reform; Educational administration; Educational Change; Educational Demand; Educational materials; Educational Quality; Elementary School Teachers; Expenditures; Foreign Countries; Futures (of Society); Kenya; LDCs; Management practices; Meta analysis; Professional development; Public Policy; Quality Control; Quality management; Quality of education; School boards; Secondary school teachers; Secondary schools; Students; Studies; Teacher Effectiveness; Teacher Evaluation; Teacher evaluations; Teachers; Teaching methods; Teaching Skills; Textbooks; Kenya
• ISSN: 0951-354X; 1758-6518
• DOI: 10.1108/09513540810883159

This paper examines issues of quality and quality assurance in Kenyan schools, identifies reasons why Kenya government has difficulties in achieving its well documented search for quality education, and traces the process for ensuring the accountability of teachers in Kenya. This focus is done under conditions of significant changes in government policies and educational restructuring. The reflections are done through a review of variety of research and analytical sources. The review shows that the government, whose approach has been ambivalent and paradoxical, has determined teacher accountability and that the underlying cause of poor quality education in Kenya's schools is not the performance of teachers per se but deeply rooted management practices and other government policies which will have to change if this dream is to be realized. The evaluation of teachers' work should not be separated from development since quality is dependent on professional development. There is no development without challenge and quality development depends on the participation of all persons involved in teaching and learning. The most obvious practical implication of this paper is that education in Kenya needs complete overhaul and not piecemeal reforms. Above all, there is need to invest regularly in the development of teachers, as teachers need access to continuous and effective updating and updating systems. This paper provides an opportunity for reflection and builds a foundation on some of the key challenges that face education and teachers in Kenya. The paper suggests directions for leading Kenyan schools into a successful future. [Author abstract, ed]