Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Community-led school feeding practices : : a diagnostic of operations and issues for consideration / / Innocent Mulindwa Najjumba, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde
| Community-led school feeding practices : : a diagnostic of operations and issues for consideration / / Innocent Mulindwa Najjumba, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde |
| Autore | Najjumba Innocent Mulindwa |
| Pubbl/distr/stampa | Washington, DC : , : International Bank for Reconstruction and Development/The World Bank, , [2013] |
| Descrizione fisica | 1 online resource (pages cm) |
| Disciplina | 371.7/16096761 |
| Altri autori (Persone) | NajjumbaInnocent Mulindwa |
| Collana | World Bank Studies |
| Soggetto topico |
School children - Food - Uganda
Children - Nutrition - Uganda |
| ISBN |
1-4619-1885-5
0-8213-9744-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Foreword; Acknowledgments; About the Authors; Abbreviations; Executive Summary; Study Methodology and Scope; Results; Tables; Table O.1: Summary of Existing Community-Led Practices; Issues for the Government to Consider; Possible Strategic Actions; Recommendations for Next Steps; Chapter 1 Introduction; Background and Rationale; Figures; Figure 1.1: Learner Absenteeism by Grade, UNPS 2009/10; Figure 1.2: Most Serious Problems Faced by Schools as Identified by Headteachers, UNPS 2009/10; Figure 1.3: Children 6-12, Who Are in Primary School and Had No Breakfast, UNHS 2009/10
Figure 1.4: Percentage of Pupils Who Get Breakfast at Home QEI Baseline, Uganda 2009; Figure 1.5: Teachers Who Think That Lack of Food Causes Absenteeism at Lower Primary: QEI Baseline, Uganda 2009; Figure 1.6: Teachers Who Think That Lack of Meals Causes Absenteeism at Upper Primary: QEI Baseline, Uganda 2009; School Feeding and Learning-Scientific Evidence; Methodology; Report Structure; Note; Chapter 2 The National Policy Framework on School Feeding; Note; Chapter 3 Community-Led School Feeding Practices; Home-Packed Food for Consumption by Pupils at School Figure 3.1: Percentage of Pupils Who Carry Their Own Lunch to School by District, QEI Uganda 2009 Table 3.1: SWOT Analysis of Home-Packed Meals; Preparation and Provision of Hot Meals to Pupils at School; Boxes; Box 3.1: Home-Packed Meals for Pupils in St. Elizabeth Bujuni Primary School, Kibaale District; Table 3.2: Type of Contributions Made, by Observed School and District, Uganda 2011; Box 3.2: In-Kind Food Contributions in Kotolut Primary School, Bukedea District; Table 3.3: Cash Contributions for Hot Meals, by School, and Estimated Cost for DEOs and Head Teachers Box 3.3: School Gardening for School Feeding in Bulawula Primary School, Kayunga District Box 3.4: School Gardening for School Feeding in Okure Primary School Community, Soroti District, with Support from the WFP; Figure 3.2: Percentage of Primary School Who Get Lunch at School; QEI Baseline, Uganda 2009/10; Figure 3.3: Percentage of Primary School that Provide Lunch at School; UNPS, 2009/10; Table 3.4: SWOT Analysis of Hot Meals at School; Returning Home for Lunch by Pupils; Table 3.5: SWOT Analysis of Food Vending and Canteens at School Figure 3.4: Percentage of Primary Pupils Who Go Home for Lunch QEI Baseline, Uganda 2009; Table 3.6: SWOT Analysis of Pupils Going Home for Lunch; Community Contributions to Externally Supported Initiatives; Box 3.5: Millennium Village Project in Itungu Mixed Primary School of Isingiro District; Table 3.7: SWOT Analysis of Community Contributions; Chapter 4 Emerging Issues for Consideration; Coverage of Community-Led Initiatives; Table 4.1: Selected Schools by Region, Enrollment, and Coverage of the Observed School Feeding Option, Uganda 2011 Flexibility for Responsiveness to Sociocultural and Other Contextual Issues |
| Record Nr. | UNINA-9910786187003321 |
Najjumba Innocent Mulindwa
|
||
| Washington, DC : , : International Bank for Reconstruction and Development/The World Bank, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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
| 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 |
| Autore | Najjumba Innocent Mulindwa |
| Pubbl/distr/stampa | Washington, D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (171 p.) |
| Disciplina | 375.001 |
| Altri autori (Persone) | MarshallJeffrey H |
| Collana | A World Bank Study |
| Soggetto topico |
Curriculum planning - Uganda
School improvement programs - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8213-9860-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 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 |
| Record Nr. | UNINA-9910463224703321 |
|
Najjumba Innocent Mulindwa
|
||
| Washington, D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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
| 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 |
| Autore | Najjumba Innocent Mulindwa |
| Pubbl/distr/stampa | Washington, D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (171 p.) |
| Disciplina | 375.001 |
| Altri autori (Persone) | MarshallJeffrey H |
| Collana | A World Bank Study |
| Soggetto topico |
Curriculum planning - Uganda
School improvement programs - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| ISBN | 0-8213-9860-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 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 |
| Record Nr. | UNINA-9910786117603321 |
|
Najjumba Innocent Mulindwa
|
||
| Washington, D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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
| 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 |
| Autore | Najjumba Innocent Mulindwa |
| Pubbl/distr/stampa | Washington, D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (171 p.) |
| Disciplina | 375.001 |
| Altri autori (Persone) | MarshallJeffrey H |
| Collana | A World Bank Study |
| Soggetto topico |
Curriculum planning - Uganda
School improvement programs - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| ISBN | 0-8213-9860-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 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 |
| Record Nr. | UNINA-9910812260803321 |
|
Najjumba Innocent Mulindwa
|
||
| Washington, D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||