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Record Nr. |
UNINA9910463224703321 |
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Autore |
Najjumba Innocent Mulindwa |
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Titolo |
Improving learning in agenda [[electronic resource]] . Vol. II : problematic curriculum areas and teacher effectiveness : insights from national assessment / / Innocent Mulindwa Najjumba and Jeffrey H. Marshall |
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Pubbl/distr/stampa |
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Washington, D.C., : World Bank, c2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (171 p.) |
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Collana |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Curriculum planning - Uganda |
School improvement programs - Uganda |
Teacher effectiveness - Uganda |
School-based management - Uganda |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Cover; Contents; Acknowledgments; Abbreviations and Acronyms; Executive Summary; Analytical Framework; Main Findings; Suggestions for Next Steps; Chapter 1 Introduction and Methodology; Introduction; School Curriculum in Uganda; Background to This Work; Rationale and Objectives of This Report; Methodology; Tables; Table 1.1: Summary of the NAPE Sample Sizes, 2006-10; Figures; Figure 1.1: Knowledge Components of Effective Teaching; Report Outline; Notes; Chapter 2 Learning Outcomes and Problematic Curriculum Areas; Overall Achievement Levels in Numeracy and Literacy |
Student Achievement Levels in LiteracyFigure 2.1: Summary of P3 English Literacy, Overall Percentage Correct, Uganda, 2009/10; Figure 2.2: Summary of P3 Average Literacy Scores by Level, Uganda, 2009/10; Figure 2.3: Summary of P6 English Literacy, Overall Percent Correct, Uganda, 2009/10; Figure 2.4: Summary of P6 Average Literacy Scores, Uganda, 2009/10; Figure 2.5: Summary of S2 English Literacy, Overall and Within Common Content Areas, Uganda, 2008-10; Figure 2.6: Summary of S2 English Literacy by Proficiency Levels, Uganda, |
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2008-10 |
Figure 2.7: Female-Male Difference in Overall English Literacy by Grade, Uganda, 2010Figure 2.8: Female Difference in Overall English Literacy by Grade, Uganda, 2006-09; Figure 2.9: Urban-Rural Difference in Overall English Literacy by Grade, Uganda, 2010; Figure 2.10: Urban-Rural Difference in Overall English Literacy, Uganda, 2006-08; Figure 2.11: Government-Private School Difference in Overall English Literacy, Uganda, 2010; Importance of and Overall Achievement in Numeracy; Figure 2.12: Government-Private School Difference in Overall English Literacy, Uganda, 2006-09 |
Figure 2.13: Summary of Numeracy, Overall Percent Correct in P3, P6, and S2, Uganda, 2006-10Figure 2.14: Summary of Overall Numeracy Proficiency Levels, Uganda, 2006-10; Figure 2.15: Female-Male Difference in Numeracy by Grade, Uganda, 2010; Figure 2.16: Female-Male Difference in Numeracy by Grade, Uganda, 2006-09; Figure 2.17: Urban-Rural Difference in Overall Numeracy by Grade, Uganda, 2010; Overall Achievement Levels in Biology; Figure 2.18: Urban-Rural Difference in Overall Numeracy by Grade, Uganda, 2006-09 |
Figure 2.19: Government-Private School Difference in Numeracy by Grade, Uganda, 2010Figure 2.20: Government-Private School Difference in Numeracy by Grade, Uganda, 2006-09; Figure 2.21: Overall Achievement Levels in Biology at S2, Uganda, 2008-10; Figure 2.22: Overall Proficiency Levels in Biology at S2, Uganda, 2008-10; Figure 2.23: Summary of S2 Biology Achievement by Gender, Uganda, 2008-10; Summary of Assessment Results; Figure 2.24: Summary of S2 Biology Overall Achievement Levels, Uganda, 2008-10; Problematic Curriculum Areas |
Figure 2.25: P3 Reading Comprehension Subcontent Areas, Uganda, 2009/10 |
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Sommario/riassunto |
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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 educa |
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