LEADER 05595nam 2200721 a 450 001 9910786117603321 005 20230803025543.0 010 $a0-8213-9860-1 024 7 $a10.1596/978-0-8213-9850-0 035 $a(CKB)2670000000339555 035 $a(EBL)1152873 035 $a(OCoLC)831118640 035 $a(SSID)ssj0001047835 035 $a(PQKBManifestationID)12390097 035 $a(PQKBTitleCode)TC0001047835 035 $a(PQKBWorkID)11159753 035 $a(PQKB)11261394 035 $a(OCoLC)847627549 035 $a(MiAaPQ)EBC1152873 035 $a(Au-PeEL)EBL1152873 035 $a(CaPaEBR)ebr10672816 035 $a(CaONFJC)MIL459482 035 $a(EXLCZ)992670000000339555 100 $a20130419d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aImproving learning in agenda$b[electronic resource]$hVol. II$eproblematic curriculum areas and teacher effectiveness : insights from national assessment /$fInnocent Mulindwa Najjumba and Jeffrey H. Marshall 210 $aWashington, D.C. $cWorld Bank$dc2013 215 $a1 online resource (171 p.) 225 1 $aA World Bank Study 300 $aDescription based upon print version of record. 311 $a0-8213-9850-4 320 $aIncludes bibliographical references. 327 $aCover; 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 327 $aStudent 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, 2008-10 327 $aFigure 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, 2006-09 327 $aFigure 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, 2006-09 327 $aFigure 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 327 $aFigure 2.25: P3 Reading Comprehension Subcontent Areas, Uganda, 2009/10 330 $aThe Uganda school system has expanded over the years resulting from mass education reforms at the primary - since 1997, and the lower secondary level - since 2007. This has enabled provision of key inputs to schools by Government which include tuition, trained teachers, school infrastructure, and learning materials. The curriculum for the primary level was also reviewed. However, completion rates and learning outcomes are still low which points to inefficiency and low quality of education provided. Current discourse on education is focused on the need to improve efficiency and quality of educa 410 0$aWorld Bank study. 606 $aCurriculum planning$zUganda 606 $aSchool improvement programs$zUganda 606 $aTeacher effectiveness$zUganda 606 $aSchool-based management$zUganda 615 0$aCurriculum planning 615 0$aSchool improvement programs 615 0$aTeacher effectiveness 615 0$aSchool-based management 676 $a375.001 700 $aNajjumba$b Innocent Mulindwa$01495433 701 $aMarshall$b Jeffrey H$01495434 712 02$aWorld Bank. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786117603321 996 $aImproving learning in agenda$93719519 997 $aUNINA