Literacy Practices in Primary Schools in Uganda
Author: Nansozi K. Muwanga
Publisher:
Published: 2007
Total Pages: 216
ISBN-13:
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Language and Literacy in Uganda
Author: Kate Parry
Publisher: Fountain Books
Published: 2000
Total Pages: 138
ISBN-13:
DOWNLOAD EBOOKUganda's linguistic situation is complex. These papers from two conferences at Makerere University present a coherent and current picture. The book is divided into five parts: an overview of language and literacy issues in both Ugandan and international contexts; the issue of language for national communication; the role of local language in the education system; national policies and practices in teaching literacy and literature; and ways of encouraging a reading culture in Uganda.
Exploring the Link Between Literacy Practices, the Rural-urban Dimension and Academic Performance of Primary School Learners in Uganda District, Uganda
Author: Rebecca Florence Kirunda
Publisher:
Published: 2005
Total Pages: 1010
ISBN-13:
DOWNLOAD EBOOKThis study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.
Literacy for All in Africa: Teaching reading in African schools
Author: C. E. Onukaogu
Publisher: Fountain Books
Published: 2005
Total Pages: 368
ISBN-13:
DOWNLOAD EBOOKThe first in a two-volume set of selected papers presented at the 3rd Pan-African Conference on Reading for All, in Kampala, Uganda. This volume considers literacy within the formal education system in Africa, bringing international perspectives to the topic. It documents programs that are working to improve practices and the teaching of reading in schools and literacy in more than one language, presenting case studies from Tanzania, Uganda, Zambia, and Nigeria. It addresses the subject of developing culturally appropriate educational and literacy materials, particularly in African languages. The final section considers more esoteric debates about cultural barriers to reading and the development of a reading culture, and the cultural differences in reading and interpretation of literary texts.
Improving Learning In Uganda, Volume 2
Author: Innocent Mulindwa Najjumba
Publisher: World Bank Publications
Published: 2013-03-14
Total Pages: 171
ISBN-13: 0821398601
DOWNLOAD EBOOKThis book attempts to answer (a) what are the learning areas of the curriculum that are most difficult for students and teachers? (b) How much do teachers know about the curriculum they teach? (c) Why do some students perform better than others? And why do some teachers know more about what they teach than others?
Language Education Policy and Multilingual Literacies in Ugandan Primary Schools
Author:
Publisher:
Published: 2003
Total Pages:
ISBN-13:
DOWNLOAD EBOOKThis thesis reports on a study on multilingual language policies conducted in two primary schools in two communities in eastern Uganda, one rural and one urban, from 2005-2006. The study focused on stakeholders' responses to the new Uganda language education policy, which promotes the teaching of local languages in the first four years of schooling. The policy states that the medium of instruction is the relevant local language for Primary 1-4 in rural schools, and thereafter it is English. In the urban schools, English is the medium of instruction in all the classes and a local language is to be taught as a subject. The study was premised within the framework of literacy as a social practice. Accordingly, the context in which multilingual literacy develops is important to the implementation of Uganda's new language education policy. The key stakeholders identified in the implementation process included: the ministry representatives at the district level, the school administration, the teachers, and the community. The study used questionnaires, individual interviews, classroom observations, focus group discussions, and document analysis to collect data from the two communities, each of which was linked to a local primary school. Although the findings show that in both communities the participants were generally aware of the new local language policy, they were ambivalent about its implementation in their schools. While they recognized the importance of local languages in promoting identity and cultural maintenance, a higher priority was their children's upward mobility, and the desire to be part of wider and more international communities. Further, while area languages like Luganda and regional languages like Kiswahili were perceived to have some benefits as languages of wider communication, it was English that received unequivocal support from both communities. The study concludes that parents and communities need to be better informed about the pedagogical advanta.
Improving Learning In Uganda, Volume 2
Author: Innocent Mulindwa Najjumba
Publisher: World Bank Publications
Published: 2013-03-04
Total Pages: 172
ISBN-13: 0821398504
DOWNLOAD EBOOKThe Uganda school system has expanded over the years resulting from mass education reforms at the primary – since 1997, and the lower secondary level – since 2007. This has enabled provision of key inputs to schools by Government which include tuition, trained teachers, school infrastructure, and learning materials. The curriculum for the primary level was also reviewed. However, completion rates and learning outcomes are still low which points to inefficiency and low quality of education provided. Current discourse on education is focused on the need to improve efficiency and quality of education. This study is therefore, an attempt to provide a comprehensive analysis of learning outcomes and teacher effectiveness, drawing from the nationally owned and multi-year assessment data sets for Uganda between 2006-2011. This book provides some answers to questions like: What are the performance levels of learners over the years? What are the curriculum areas that learners find most difficult as measured by their performance and have these been the same over the years? What determines learners’ performance? What is the content knowledge level of the teachers? What are the teacher characteristics that determine learners’ performance? How effective are the teachers? Guidance on next steps is also provided. The main contribution of this book is three fold: (a) It explores learners’ performance by curriculum area; (b) It links learners’ performance with teachers’ competency levels by curriculum content area, making it one of the very few materials available in the Africa region. It therefore, amplifies the importance of focusing on what learners find a problem in the teaching-learning process in the quest for quality. The findings also reveal that teacher effectiveness is very low and efforts to improve instructional methods have to be prioritized by Government; and (c), it provides insights on the various dimensions to the education quality and efficiency challenge that many developing countries are grappling with today, and the depth of analysis that have to be undertaken.
Access, Quality, and the Global Learning Crisis
Author: Sarah Kabay
Publisher: Oxford University Press
Published: 2021
Total Pages: 195
ISBN-13: 0192896865
DOWNLOAD EBOOKAround the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40% of all primary school-aged children. This situation has come to be called the global learning crisis and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the global learning crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. Through a mixed-methods case study, it provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in Sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. Embracing the complexity of education systems, and focusing on dynamics where improvements in access and quality can be mutually reinforcing, can be a new approach for improving basic education in different contexts around the world.
Big Class Size Challenges
Author: Samuel Kewaza
Publisher:
Published: 2013
Total Pages: 14
ISBN-13:
DOWNLOAD EBOOKResearch on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala, Uganda's Central Municipality. This study's scope reached beyond daily functional literacy for reading road signs, recipes, and posters into teaching reading with critical reading methodologies that benefit learners' progress to higher reading levels. The methods used to collect quantitative and qualitative data were surveys, interviews, and questionnaires. Three approaches to data collection that guided the study were determining the effect of the size of the classes on the teaching methods used to teach reading skills in primary classes, the effect of big classes on the teaching materials used to teach reading skills in huge classes, and the effect of enrollment on teachers' attitudes towards teaching reading in big classes. Data were collected from 48 teachers of reading skills in lower primary classes, 16 primary head teachers, and 16 heads of the lower sections in the 16 primary schools selected for the study. Most responders tended to show that the commonest teaching methods used by the teachers of reading in the crowded classes were those that tended to raise chorus reading. Such methods helped the teachers involve every pupil to read. Besides, such methods indirectly enabled the teachers to have better class control. Another finding was that the teachers used mostly the traditional learning materials, including chalkboards and wall charts. No school had any materials that use modern technology. Yet, the markers and manila paper that would be used to design other teaching materials were given out irregularly. Also, the big numbers of pupils handled made the teachers' teaching a burdensome task. It was concluded, therefore, that the teaching-learning process of reading in the lower classes was substantially affected negatively by the large classes. A map of the Kampala District showing Central Division is appended. (Contains 9 tables.).
Literacy Studies
Author: Mastin Prinsloo
Publisher: SAGE Publications Limited
Published: 2013-08-12
Total Pages: 1928
ISBN-13: 9781446253151
DOWNLOAD EBOOKThis five-volume collection lays out the foundations and nuances of literacy studies. Beginning with the theoretical and epistemological perspectives that have been influential in shaping contemporary approaches in literacy studies, the set further explores new digital literacies, literacy in educational and institutional contexts, and the crucial issues of literacy in relation to social mobility, multilingualism and globalization. With a full introduction to the set and to each volume, researchers will find in this set a comprehensive guide to this crucial area of study.
