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Improving Learning in Uganda, Volume II: Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments

CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank ;ISBN: 9780821398609 ;ISBN: 0821398601 ;ISBN: 0821398504 ;ISBN: 9780821398500 ;DOI: 10.1596/978-0-8213-9850-0

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Title:
Improving Learning in Uganda, Volume II: Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments
Author: Innocent Mulindwa Najjumba, Jeffrey H. Marshall
Subjects: ACADEMIC WORK ; ACHIEVEMENT LEVEL ; ACHIEVEMENT RATES ; ACHIEVEMENT TESTS ; ADULT LIFE ; ADULTS ; ADVANCED STUDENTS ; AREA OF LITERACY ; ASSESSMENT EXERCISE ; ASSESSMENT FRAMEWORK ; AVERAGE SCORE ; BARRIERS TO EDUCATION ; BASIC EDUCATION ; BASIC LIFE SKILLS ; BASIC LITERACY ; BASIC SKILLS ; Biology ; BOARDING ; BOARDING SCHOOLS ; CLASSROOM ; CLASSROOM INSTRUCTION ; CLASSROOM LEVEL ; CLASSROOMS ; COMPLETION RATE ; COSTS OF EDUCATION ; CRITICAL THINKING ; CURRICULA ; CURRICULUM ; CURRICULUM BLUEPRINT ; CURRICULUM CHANGES ; CURRICULUM DELIVERY ; CURRICULUM REFORMS ; DROPOUT RATE ; Education ; EDUCATION FOR ALL ; EDUCATION GOALS ; EDUCATION INSTITUTIONS ; EDUCATION MANAGEMENT ; EDUCATION PLANNING ; EDUCATION POLICY ; EDUCATION SECTOR ; EDUCATION SYSTEM ; EDUCATION SYSTEMS ; EDUCATION TEACHERS ; EDUCATIONAL QUALITY ; EDUCATORS ; EFFECTIVE TEACHERS ; EFFECTIVE TEACHING ; EMPLOYMENT ; ENROLLMENT LEVELS ; ENROLLMENT RATES ; FEMALE TEACHERS ; FRIENDLY SCHOOLS ; FURTHER EDUCATION ; GENDER DIFFERENCES ; GENDER DYNAMICS ; GENDER EQUITY ; GENDER GAP ; GIRLS ; GRADE LEVELS ; HEAD START ; HEAD TEACHERS ; HIGHER GRADES ; HIGHER LEVELS OF EDUCATION ; HUMAN DEVELOPMENT ; ILLITERACY ; IMPROVEMENT IN LITERACY ; INSTRUCTIONAL MATERIALS ; INTERVENTIONS ; KNOWLEDGE GAP ; LEADERSHIP ; LEARNER SUPPORT ; LEARNERS ; LEARNING ; LEARNING ACHIEVEMENT ; LEARNING ENVIRONMENT ; LEARNING ENVIRONMENTS ; LEARNING MATERIALS ; LEARNING OUTCOMES ; LEVEL OF LITERACY ; LEVELS OF LITERACY ; LIFELONG LEARNING ; LITERACY ; LITERACY ACHIEVEMENT ; LITERACY SKILLS ; LITERACY TEST ; LOWER SECONDARY EDUCATION ; LOWER SECONDARY LEVEL ; Measurement ; MINISTRY OF EDUCATION ; NATIONAL ASSESSMENT ; NATIONAL ASSESSMENT DATA ; NATIONAL ASSESSMENT SYSTEMS ; NATIONAL ASSESSMENTS ; NATIONAL CURRICULUM ; NATIONAL CURRICULUM DEVELOPMENT ; NATIONAL EDUCATION ; NATIONAL LITERACY ; NER ; NET ENROLLMENT ; NET ENROLLMENT RATE ; NET ENROLLMENT RATIO ; NUMERACY ; OFFICIAL CURRICULUM ; PARITY ; PARTICIPATION RATES ; PASS RATE ; PEDAGOGICAL PRACTICES ; PEDAGOGICAL TRAINING ; POST-PRIMARY EDUCATION ; PRIMARY CURRICULUM ; PRIMARY CYCLE ; PRIMARY EDUCATION UNIVERSAL ; PRIMARY ENROLLMENT ; PRIMARY GRADE ; PRIMARY GRADES ; PRIMARY LEVEL ; PRIMARY LEVEL OF EDUCATION ; PRIMARY PUPILS ; PRIMARY SCHOOL ; PRIMARY SCHOOL CYCLE ; PRIMARY SCHOOLING ; PRIMARY SIX ; PRIMARY STUDENT ; PRIMARY STUDENTS ; PRIMARY TEACHER ; PRIMARY TEACHER TRAINING ; PRIMARY TEACHERS ; PRIVATE SCHOOL ; PRIVATE SCHOOLS ; PRIVATE STUDENTS ; PROFESSIONAL DEVELOPMENT ; PUBLIC PRIMARY SCHOOLS ; PUBLIC SCHOOL ; PUBLIC SCHOOLS ; PUBLIC UNIVERSITIES ; PUPIL-TEACHER RATIO ; QUALIFIED TEACHERS ; QUALITY ASSURANCE ; QUALITY EDUCATION ; QUALITY OF EDUCATION ; QUALITY OF TEACHING ; QUALITY TEACHING ; READING ; READING ACHIEVEMENT ; READING SKILLS ; REGULAR SCHOOLS ; RESEARCHERS ; RURAL AREAS ; RURAL CHILDREN ; RURAL SCHOOLS ; RURAL STUDENTS ; SANITATION ; SANITATION FACILITIES ; SCHOOL COUNTERPARTS ; SCHOOL CURRICULUM ; SCHOOL FEEDING ; SCHOOL HEALTH ; SCHOOL INFRASTRUCTURE ; SCHOOL LEVEL ; SCHOOL LOCATION ; SCHOOL PERSONNEL ; SCHOOL POPULATION ; SCHOOL QUALITY ; SCHOOL SIZE ; SCHOOL STUDENTS ; SCHOOL SYSTEM ; SCHOOL TEACHERS ; SCHOOLING ; Schools ; SCIENCE INSTRUCTION ; SECONDARY EDUCATION ; SECONDARY SCHOOL ; SECONDARY SCHOOLS ; SERVICE TRAINING ; SPECIALIST TEACHERS ; SPIRITUAL VALUES ; SPORTS ; STUDENT ACHIEVEMENT ; STUDENT ASSESSMENT ; STUDENT ASSESSMENTS ; STUDENT LEARNING ; STUDENT LEARNING OUTCOMES ; STUDENT OUTCOMES ; STUDENT PERFORMANCE ; STUDENT SCORES ; Students ; TEACHER ; TEACHER COMPETENCIES ; TEACHER COMPETENCY ; TEACHER DEVELOPMENT ; TEACHER EDUCATION ; TEACHER EFFECTIVENESS ; TEACHER KNOWLEDGE ; TEACHER PERFORMANCE ; TEACHER PREPARATION ; TEACHER TRAINING ; TEACHER TRAINING COLLEGES ; TEACHERS ; TEACHING QUALITY ; TEACHING-LEARNING ; TEACHING-LEARNING PROCESS ; TERTIARY GRADUATES ; TEST ADMINISTRATION ; TEXTBOOKS ; TRAINEES ; TRAINING ACTIVITIES ; TRAINING COLLEGE ; TRAINING COURSES ; TRAINING PROGRAMS ; TUITION ; Uganda ; UNIVERSAL PRIMARY EDUCATION ; UPE ; URBAN SCHOOLS
Description: 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.
Related Titles: World Bank studies
Publisher: World Bank
Creation Date: 2013
Language: English
Identifier: ISBN: 9780821398609
ISBN: 0821398601
ISBN: 0821398504
ISBN: 9780821398500
DOI: 10.1596/978-0-8213-9850-0
Source: Open Knowledge Repository
Ebook Central Academic Complete

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Improving Learning in Uganda, Volume II: Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments

CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank ;ISBN: 9780821398609 ;ISBN: 0821398601 ;ISBN: 0821398504 ;ISBN: 9780821398500 ;DOI: 10.1596/978-0-8213-9850-0

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