The Contextualisation of 21st Century Skills: Assessment in East Africa

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dc.contributor.authorCare, Esther
dc.contributor.authorGiacomazzi, Mauro
dc.contributor.authorMugo, John Kabutha
dc.date.accessioned2024-02-23T12:08:24Z
dc.date.available2024-02-23T12:08:24Z
dc.date.issued2024
dc.descriptionBooken_US
dc.description.abstractEducation systems worldwide are adapting to demands from civil society and the workforce to better equip young people to function effectively in the twentyfrst century world. The lag from awareness to aspiration to policy and to practice requires communities to contribute to building knowledge, developing tools, and representing society’s needs to government. Three countries in sub-Saharan Africa, Kenya, Tanzania, and Uganda, are benefting from the efforts of a network of civil organisations working together with academia and government, which seek to enhance education provision. This introductory chapter establishes the context in which the Assessment of Life Skills and Values in East Africa initiative has developed tools to measure adolescents’ profciencies, and in so doing developed expertise in the assessment of life skills and values through a regional initiative.en_US
dc.identifier.citationMutweleli, S., Mwathe, G., & Mundi, S. (2024). Scenario-Based Assessments: Experience from East Africa. In The contextualisation of 21st century skills: Assessment in East Africa (pp. 135-149). Cham: Springer International Publishing.en_US
dc.identifier.urihttps://doi.org/10.1007/978-3-031-51490-6
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27677
dc.language.isoenen_US
dc.publisherSpringer Linken_US
dc.relation.ispartofseriesThe Enabling Power of Assessment;Volume 11
dc.titleThe Contextualisation of 21st Century Skills: Assessment in East Africaen_US
dc.typeBooken_US
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