Improving Learning In Uganda, Volume 3
Improving Learning In Uganda, Volume 3

Author: Innocent Mulindwa Najjumba

Publisher: World Bank Publications

Published: 2013-03-05

Total Pages: 134

ISBN-13: 0821398474

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Uganda is one of the few African countries with a functional national assessment system. Established in 2003, the National Assessment of Progress in Education (NAPE) Program is executed by the Uganda National Examination Board (UNEB). The program uses a learning outcomes measurement framework to annually measure achievement in literacy and numeracy proficiency on the basis of a cross-sectional, nationally representative sample of learners from the primary three (P3) and primary six (P6) grades. In 2008, the framework was extended to the senior two (S2) grade of lower secondary education for English, math, and biology. However, use of national assessment results to inform improvements in student learning remains weak. These data can nevertheless be used to search for solutions to the challenge of low-quality education in Uganda. The objective of this study is to generate a comprehensive, consolidated evidence base about student learning outcomes and teacher effectiveness in primary and secondary schools Uganda, grounded in existing, nationally owned NAPE assessment data. In specific terms, this analytical work attempts to establish the following: (a) the performance levels and patterns of students in P3, P6, and S2; (b) problematic curriculum areas in the respective grades; (c) teacher competency; and (d) predictors of student and teacher performance levels. The goal is not to reanalyze existing data, but rather, provide additional analysis that can help complement the very useful summary reports provided by NAPE for individual years. This analysis is also supported by findings from the qualitative end-of-cycle (EOC) curriculum examination reports generated by UNEB chief examiners.

Improving Learning In Uganda, Volume 2
Improving Learning In Uganda, Volume 2

Author: Innocent Mulindwa Najjumba

Publisher: World Bank Publications

Published: 2013-03-04

Total Pages: 172

ISBN-13: 0821398504

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The 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.

Education Inputs in Uganda
Education Inputs in Uganda

Author: Harriet Nannyonjo

Publisher: World Bank Publications

Published: 2007-01-01

Total Pages: 110

ISBN-13: 082137057X

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This report is based on a study prompted by the need for improved effectiveness in the use of education resources in Uganda. Uganda's problem with increasing resource constraints for education is common in many developing countries and the lessons learned in this study may be of broad interest. Currently, Uganda allocates over 31 percent of its discretionary recurrent expenditure to education and 67 percent of this is allocated to primary education. Given increasing pressures on the budgets, there is need to implement strategies focusing on those inputs most likely to improve student learning. A major impediment to rational decision making in this area is lack of knowledge about what interventions work best and under what circumstances. Without this knowledge, Government may continue spending scarce resources on inputs that may not directly contribute to student learning achievement.

Making Education Inclusive
Making Education Inclusive

Author: Sharon Moonsamy

Publisher: Cambridge Scholars Publishing

Published: 2015-09-18

Total Pages: 190

ISBN-13: 1443883069

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Exclusionary pressures and practices are pervasive in education, despite the clamour for more inclusive education. Even as classrooms worldwide become more diverse, education is unlikely to become inclusive without deliberate efforts to dismantle exclusion and enable inclusion. This book is a compilation of contributions to the conversation about what these efforts might entail. The conversation has its origins in the Making Education Inclusive Conference held in 2013, which brought together academics and practitioners from Southern Africa and other countries. Given the expectation that teachers should play a key role in promoting inclusion, it is not surprising to find significant interest in teacher education from many of the contributing authors. Their concerns range from explicit teacher development for pedagogical responsiveness to learner diversity, to overcoming the epistemological marginalisation that learners experience where teachers are not fully confident of their subject content and how to teach it. Access to education is clearly not enough, and other contributors to this book concern themselves with ways in which structures and systems could be reconstituted to enable meaningful inclusion. This might mean looking at how teachers might use tiered systems of behaviour support and various metacognitive strategies, how physical access can be promoted on a university campus, and understanding how parents think about disability. Each chapter represents a different perspective on what it might mean to resist educational exclusion in its many forms, and each offers possible ways to make education more inclusive.

School Effectiveness in Uganda
School Effectiveness in Uganda

Author: Harriet Betty Nannyonjo

Publisher:

Published: 2005

Total Pages: 272

ISBN-13:

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Uganda{u2019}s education sector has had a troubled history, including a sharp deterioration during the 1970s. The Education Policy Review Commission put in place in 1987 culminated into a white paper, which made recommendations for implementation of the Universal Education (UPE) Policy. The UPE policy resulted in massive increases in enrolment, which could not be matched by rate of provision of inputs with limited funding available to the sector. This study was prompted by the need for improved efficiency in use of education resources. The hypothesis is that school factors vary across schools depending on organization and management systems. Further, the level of educational inputs, and student background characteristics influence pupils{u2019} scholastic achievement. This study used a sample of 3950 primary six pupils in Uganda, selected from 200 schools to study the relationship of various factors with pupils{u2019} test scores. Both qualitative and quantitative methods were used in data collection and analysis. Results of this study point to some critical areas where improvements need to be made in order to improve pupil performance possibly with fewer resources. The results specifically apply to primary six pupils in Uganda. Results of this study suggest considerable variation in level of inputs by school ownership and location. There is also a considerable variation in pupil performance. School inputs like funding per pupil, time spent teaching a subject, availability of textbooks, had a positive but small correlation with pupils{u2019} text scores. On the other hand, class size, number of pupils per bench, had a negative but small correlation with pupils{u2019} test scores. Teacher and head teacher qualification, except for university education appear to have little influence on primary six pupils{u2019} test scores in Uganda. In-service training has little influence on test scores, and the possibility is lack of linkage between primary teacher education and the primary education curriculum. Teacher experience and age have a positive, but non-linear relationship with pupils{u2019} test scores. Other factors found to have a positive influence on pupils{u2019} test scores include parental education, speaking both vernacular and English at home, number of books at home. Factors that have a negative influence on pupil{u2019}s test scores include; family size, repetition and pupil{u2019}s age, number of books at home, distance of school from pupil{u2019}s home. This study provides some evidence that provision of school inputs alone explains a small proportion of the variation in pupils{u2019} performance. This study also emphasises the need for a balance between availability and usage of resources, a point clearly demonstrated in case of textbooks, where textbook availability at the school level as a positive but small correlation with test scores, whereas pupils{u2019} use of their own textbooks and the number of textbooks at home have a significant relationship with test scores.

Understanding School Development Planning in Uganda
Understanding School Development Planning in Uganda

Author: Cleophus Mugenyi

Publisher: LAP Lambert Academic Publishing

Published: 2011-12

Total Pages: 324

ISBN-13: 9783846558362

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School development planning was adopted as a strategy to improve teaching and learning, school management and governance, and community participation in education under the UPE programme in Uganda. The success of SDP is underpinned by three factors: intellectual capital (resides with the head teacher as a change agent and at the centre of the process of school development and improvement), social capital (resides in the school contexts) and political capital (resides in the socio-political climate). The ability of the head teacher to optimally blend the three types of capital in a given context with focus on a right area may provide the opportunity to produce the expected results. The purpose of this book is to explore the perceptions and experiences of stakeholders about the process, practices, and impact of SDP. It also examines the contribution of SDP towards improvement of the quality of education in primary schools in Uganda. This book provides head teachers, local and national leaders practical suggestions to improve and sustain SDP such as the use of locally generated strategies to tackle school challenges and sharing of effective teaching practices.

The Impact of Oppressive Military-political Governments on School Effectiveness in Uganda 1971 to 1986
The Impact of Oppressive Military-political Governments on School Effectiveness in Uganda 1971 to 1986

Author: Daniel M. Babigumira

Publisher:

Published: 2021

Total Pages: 260

ISBN-13:

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How and why did the Ugandan educational system survive the political and economic instability of the dictatorial governments between 1971 and 1986? What did the school administrators do to make sure that the nation's schools survive the political turmoil? The purpose of this researcher was to determine the impact of oppressive military and political governments on schools. Secondly, the researcher wanted to determine the extent to which the school administrators acted as instructional leaders in ensuring that the school effectiveness survived the enormous political constraints during this period. Four research questions explored qualitative interview data from the school administrators, reputationally selected from eight secondary schools, five tertiary institutions in and around Kampala surrounding areas, and administrators from the Ministry of Education agencies. The researcher also utilized an instructional leadership questionnaire survey and content analysis to supplement the secondary schools data. The study concluded that the oppressive military governments were responsible for a cumulative negative effect on school effectiveness. This effect was most obvious in the fluctuating scores and overall but slight decline of the students' performance on academic examinations taken at the end of their secondary education, in the pervasive lack of instructional materials for the students and teachers to use, and in the political interference of military and government officials in the operation of the schools. The results also indicated that some governmental decrees constrained the school administrators. Although the administrators generally kept a low profile during this period, there was clear evidence of some school administrators and some Ministry of Education officials acting more as instructional leaders than managers. These administrators played a crucial leadership role in ensuring that the schools survived the political and economic chaos that was going on around them and the schools and, even more important, in surviving the educators actually delivered a surprisingly high quality education during these 15 years.

Improving Schools Through Teacher Development
Improving Schools Through Teacher Development

Author: Stephen E. Anderson

Publisher: Routledge

Published: 2022-03-27

Total Pages: 358

ISBN-13: 1000557545

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This book presents a story of school improvement activity in East Africa from 1985 to 2000, which focused on sustained teacher development. The core of the book consists of six evaluations of school-and district-wide school improvement projects (SIPs) supported by the Aga Khan Foundation in Tanzania, Kenya, and Uganda. The case studies present an evolving body of knowledge about the successes and challenges of a comprehensive approach to school improvement grounded in a common set of strategic principles. The strategic principles embody the belief that the chances for quality improvement in teaching and learning are greater when change efforts *are school-based, *involve whole schools as the unit of change, *emphasize the ongoing professional development of teachers, *attend to school management and organizational conditions affecting the capacity of teachers to implement change, * prepare for the institutionalization of organizational structures and processes that enable continuous school development, and *evolve through partnerships among relevant education stakeholders. The book concludes with commentaries by international experts in school improvement and teacher development on the SIP project designs, implementation and outcomes, and on lessons that can be drawn from the projects and their evaluations for school improvement policy, practice and theory in developing and developed countries around the world.

School Effectiveness
School Effectiveness

Author: Louise Morley

Publisher: Routledge

Published: 2002-11

Total Pages: 164

ISBN-13: 1135708495

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This book traces the development of the school effectiveness debate and raises key questions about how it has become a dominant discourse in theories of educational change today.