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Improving Learning In Uganda - Problematic Curriculum Areas and Teacher Effectiveness: Insights from National Assessments (Paperback)
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Improving Learning In Uganda - Problematic Curriculum Areas and Teacher Effectiveness: Insights from National Assessments (Paperback)
Series: World Bank Studies
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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."
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