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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 | ||
| ||
Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo
| Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo |
| Autore | Najjumba Innocent |
| Pubbl/distr/stampa | Washington D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (133 p.) |
| Disciplina | 371.2/07096761 |
| Altri autori (Persone) |
HabyarimanaJames
BunjoCharles Lwanga |
| Collana | A World Bank Study |
| Soggetto topico |
School improvement programs - Uganda
School children - Food - Uganda Curriculum planning - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8213-9849-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Chapter 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 Capacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-à-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 Chapter 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 Table 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 Box 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions |
| Record Nr. | UNINA-9910463224203321 |
|
Najjumba Innocent
|
||
| Washington D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo
| Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo |
| Autore | Najjumba Innocent |
| Pubbl/distr/stampa | Washington D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (133 p.) |
| Disciplina | 371.2/07096761 |
| Altri autori (Persone) |
HabyarimanaJames
BunjoCharles Lwanga |
| Collana | A World Bank Study |
| Soggetto topico |
School improvement programs - Uganda
School children - Food - Uganda Curriculum planning - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| ISBN | 0-8213-9849-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Chapter 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 Capacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-à-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 Chapter 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 Table 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 Box 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions |
| Record Nr. | UNINA-9910786117703321 |
|
Najjumba Innocent
|
||
| Washington D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo
| Improving Learning in Uganda . Volume III School-based management, policy, and functionality [[electronic resource] /] / Innocent Mulindwa Najjumba, James Habyarimana, and Charles Lwanga Bunjo |
| Autore | Najjumba Innocent |
| Pubbl/distr/stampa | Washington D.C., : World Bank, c2013 |
| Descrizione fisica | 1 online resource (133 p.) |
| Disciplina | 371.2/07096761 |
| Altri autori (Persone) |
HabyarimanaJames
BunjoCharles Lwanga |
| Collana | A World Bank Study |
| Soggetto topico |
School improvement programs - Uganda
School children - Food - Uganda Curriculum planning - Uganda Teacher effectiveness - Uganda School-based management - Uganda |
| ISBN | 0-8213-9849-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Chapter 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 Capacity Development Efforts for SMCsFigure 3.7: SMC Knowledge about Key Aspects in the School vis-à-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 Chapter 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 Table 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 Box 4.2: Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions |
| Record Nr. | UNINA-9910811194803321 |
|
Najjumba Innocent
|
||
| Washington D.C., : World Bank, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
