LEADER 05610nam 2200649 a 450 001 9910811194803321 005 20230803025532.0 010 $a0-8213-9849-0 024 7 $a10.1596/978-0-8213-9847-0 035 $a(CKB)2670000000339554 035 $a(EBL)1152874 035 $a(OCoLC)831118639 035 $a(OCoLC)847627547 035 $a(MiAaPQ)EBC1152874 035 $a(Au-PeEL)EBL1152874 035 $a(CaPaEBR)ebr10672812 035 $a(CaONFJC)MIL459481 035 $a(EXLCZ)992670000000339554 100 $a20150303d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 200 10$aImproving Learning in Uganda$hVolume III$iSchool-based management, policy, and functionality$b[electronic resource] /$fInnocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo 210 $aWashington D.C. $cWorld Bank$dc2013 215 $a1 online resource (133 p.) 225 1 $aA World Bank Study 300 $aDescription based upon print version of record. 311 $a0-8213-9847-4 320 $aIncludes bibliographical references. 327 $aCover; Contents; Acknowledgments; About the Authors; Abbreviations and Acronyms; Executive Summary; Legislative Context of School-Based Management; Tables; Table ES.1: Potential Policy and Programmatic Options; Chapter 1 Introduction; Background to the Study; Table 1.1: Key Primary Education Indicators; Study Scope and Data; Report Structure; Chapter 2 Policy and Regulatory Framework of School-Based Management in Uganda; Boxes; Box 2.1: Current Membership to SMC; Figures; Figure 2.1: Overall Objective of SMCs in Uganda, 1969-2010; Figure 2.2: Evolution of SMC's Roles in Uganda, 2001-2010 327 $aChapter 3 Capacity of School Management CommitteesSMC Members' Knowledge and Perceptions about Their Roles; Figure 3.1: Reported Functions of SMCs by SMC members; Uganda 2011; Figure 3.2: Access to SMC Handbook and Education Act, SBM Survey 2011; Figure 3.3: Head Teachers' Perceptions about SMC Members; Uganda SBM Survey, 2011; Figure 3.4: Most Important Problems Facing Public Schools; Uganda SBM Survey, 2011; Figure 3.5: Most Important Problems Facing Private Schools; Uganda SBM Survey 2011; Figure 3.6: Most Serious Problems Faced by Schools as Identified by Head Teachers, UNPS 2009/10 327 $aCapacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-a?-vis Head Teachers' Reports; Uganda 2011; Box 3.1: USAID/UNITY Project SMC Training Model; Supervisory Support to Schools from the Districts as Another Capacity Enhancement Measure; Figure 3.8: Months Since the DEOs and DIS' Visit to Schools by Type of School and Region; SBM Survey; Uganda 2011; Box 3.2: Summary of Findings; Figure 3.9: Percent Distribution of Schools Visited by District and Other Officials in the Last 12 Months in Uganda; UNHS 2009/10; Notes 327 $aChapter 4 Functionality of School-Based Management StructuresWho Participates and Avenues of Participation in School Governance; Figures 4.1a-c: Existence of School Improvement Plans by Type of School and Region; SBM Survey Uganda, 2011; Figure 4.2: Most Important Objective of the SIP by School Type and Region; SBM Survey Uganda, 2011; Figure 4.3: Year When the School Development Plan was Developed; SBM Survey Uganda, 2011; Figure 4.4: Role Played by SMC Members in the School Development Planning Process; SBM Survey Uganda, 2011 327 $aTable 4.1: Likelihood of SMC Members Engagement with the Head Teacher in the School Planning Process SBM Survey Uganda, 2011; Table 4.2: Likelihood of Participation in the Endorsement of the Most Recent Plan by SMC Members; SBM Survey, 2011; Box 4.1: Constraints to SMC Participation in the SIP Process-Views from Focus Group Discussions; Figure 4.5: SMC Members' Satisfaction with Planning and Budgeting Processes; SBM Survey Uganda, 2011; Table 4.3: Likelihood of Being Satisfied with the School Budgeting Process by SMC Sociodemographic Attributes; SBM Survey, 2011 327 $aBox 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions 330 $aExpansion of school systems through the ongoing mass education reforms in most developing countries not only translate into increased school enrolments but also increased human and financial resources at the school level. How these resources are managed is therefore central to the quest for quality and efficiency. This book therefore, is an attempt to provide insights on how schools are managed in Uganda in terms of policy and practice. The book clearly shows that Uganda's primary education reform program is anchored on clear legislated policy framework supported by intensive provision of key 410 0$aWorld Bank study. 606 $aSchool improvement programs$zUganda 606 $aSchool children$xFood$zUganda 606 $aCurriculum planning$zUganda 606 $aTeacher effectiveness$zUganda 606 $aSchool-based management$zUganda 615 0$aSchool improvement programs 615 0$aSchool children$xFood 615 0$aCurriculum planning 615 0$aTeacher effectiveness 615 0$aSchool-based management 676 $a371.2/07096761 700 $aNajjumba$b Innocent$01718290 701 $aHabyarimana$b James$01718291 701 $aBunjo$b Charles Lwanga$01718292 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811194803321 996 $aImproving Learning in Uganda$94115120 997 $aUNINA