Retaining Teachers in Remote Rural Schools: A Case for Bottom-Up Policy Processes

 
9783846542088: Retaining Teachers in Remote Rural Schools: A Case for Bottom-Up Policy Processes

The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government’s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of “hardships” has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge.

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About the Author:

Musembi Nungu is an educator with extensive experience in educational policy and practice particularly in the context of Sub Saharan Africa. He has taught International and Comparative Education at the University of Nairobi. He is currently a Postdoctoral fellow at the Centre for Global Citizenship Education and Research, University of Alberta.

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Book Description Book Condition: New. Publisher/Verlag: LAP Lambert Academic Publishing | A Case for Bottom-Up Policy Processes | The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of hardships has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge. | Format: Paperback | Language/Sprache: english | 252 pp. Bookseller Inventory # K9783846542088

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Book Description LAP Lambert Academic Publishing Mrz 2012, 2012. Taschenbuch. Book Condition: Neu. Neuware - The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of hardships has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge. 252 pp. Englisch. Bookseller Inventory # 9783846542088

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Book Description LAP Lambert Academic Publishing Mrz 2012, 2012. Taschenbuch. Book Condition: Neu. Neuware - The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of hardships has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge. 252 pp. Englisch. Bookseller Inventory # 9783846542088

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Book Description LAP Lambert Academic Publishing Mrz 2012, 2012. Taschenbuch. Book Condition: Neu. This item is printed on demand - Print on Demand Neuware - The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of hardships has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge. 252 pp. Englisch. Bookseller Inventory # 9783846542088

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Book Description LAP Lambert Academic Publishing, Germany, 2012. Paperback. Book Condition: New. Aufl.. Language: English . Brand New Book. The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the government s commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of hardships has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge. Bookseller Inventory # KNV9783846542088

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Book Description LAP Lambert Academic Publishing. Paperback. Book Condition: New. Paperback. 252 pages. Dimensions: 8.7in. x 5.9in. x 0.6in.The continued occurrence of teacher shortage for schools in remote rural areas (also called hardship areas) in Kenya is a stinging indictment of the policy framework on teacher management, and raises questions about the seriousness of the governments commitment to the provision of equitable education services. Such shortage exacerbates the educational disadvantage of such areas, already disadvantaged with regard to access to schools, availability of teaching and learning resources, and educational outcomes. The author contends that the top-down, highly exclusivist policy framework for managing teachers is to blame for the failure of the numerous strategies aimed at attracting and retaining teachers in the remote rural schools. Within this framework, the conceptualization and naming of hardships has been one-sided and unrealistic, leading to poorly informed policy options. A possible way to stem the perennial shortage of rural schoolteachers is a genuinely inclusive policy process. Within such a process, the experiences and views of grassroots stakeholders - including teachers, school committees, parents, and students - would count as relevant policy knowledge. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9783846542088

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