Improving learning in Uganda / Innocent Mulindwa Najjumba, Charles Lwanga Bunjo, David Kyaddondo, and Cyprian Misinde.

Format:

Book

Author/Creator:

Najjumba, Innocent Mulindwa, author.

Series:

World Bank study

A World Bank study

Language:

English

Subjects (All):

School improvement programs--Uganda.

School improvement programs.

School children--Food--Uganda.

School children.

Curriculum planning--Uganda.

Curriculum planning.

Teacher effectiveness--Uganda.

Teacher effectiveness.

School-based management--Uganda.

School-based management.

School children--Food.

Uganda.

Physical Description:

volumes ; 26 cm.

Place of Publication:

Washington, D.C. : The World Bank, [2013]

Summary:

Improving Learning in Uganda Vol. 1: Community-Led School Feeding Practices is part of the World Bank Studies series. These papers are published to communicate the results of the Bank's ongoing research and to stimulate public discussion.

This study is among the first analyses in Africa to examine how parents and communities have taken up the challenge of feeding their children during the school day. It carries important messages for countries throughout Africa and beyond that are seeking to develop sustainable, community-led school feeding programs.

Many school systems in Africa have expanded through the introduction of mass education. Uganda has been at the forefront of this reform process and is currently grappling with improving the quality of its education system, as is the case with many other countries in the region. Quality enhancement efforts are focused on provision of key inputs. However, with 92 percent of rural children attending school without breakfast and more than 70 percent spending the school day without lunch, there may be a missing element in realizing the desired outcomes: Children who are hungry and/or unhealthy cannot learn and may not be able to attend or complete school.

The book underscores the potential for Uganda to unleash the power of this legislated partnership with parents by removing some of the barriers that currently prevent parents from playing a key role in feeding their children at school. The analysis is grounded on direct observation of sparsely spread school experiences, together with an examination of the cost implications for a national school feeding program. The book presents various school feeding options that could be made available for parents. It also stresses the need for government to think beyond a single modality and instead recognize the need for multiple approaches that reflect the socioeconomic and cultural heterogeneity across households and geographical zones in Uganda. This could be achieved through a sustained and school-led dialogue guided by clear policy that spells out the roles and responsibilities of stakeholders at various levels. The book also recognizes that school feeding not only addresses education needs, but also has the potential to provide a productive safety net by targeting the extremely poor and those vulnerable to exclusion.

Finally, the book emphasizes the emerging role of government in supporting parental efforts with complementary programs such as de-worming and other school health initiatives.

World Bank Studies are available individually or on standing order. This World Bank Studies series is also available online through the World Bank e-library (www.worldbank.org/elibrary). Book jacket.

Contents:

Chapter 1 Introduction and Methodology 1

Introduction 1

School Curriculum in Uganda 1

Background to This Work 3

Rationale and Objectives of This Report 4

Methodology 5

Report Outline 12

Notes 12

Chapter 2 Learning Outcomes and Problematic Curriculum Areas 13

Overall Achievement Levels in Numeracy and Literacy 13

Student Achievement Levels in Literacy 13

Importance of and Overall Achievement in Numeracy 20

Overall Achievement Levels in Biology 25

Summary of Assessment Results 28

Problematic Curriculum Areas 29

Problem Areas in Numeracy 41

Problem Areas in Biology 55

Note 57

Chapter 3 Teacher Knowledge and Effectiveness 59

Primary Student and Teacher Achievement Levels in Numeracy 61

Predictors of Teacher and Student Performance 77

Linkages with the Primary Leaving Exams (PLE) 90

Note 93

Chapter 4 Discussion and Suggestions on Next Steps 95

Emerging Issues in Literacy and Numeracy Achievement 95

Teacher Content Knowledge and Effectiveness 98

Suggestions for Next Steps 100.

Notes:

Includes bibliographical references and index.

ISBN:

9780821397435

0821397435

9780821398470

0821398474

OCLC:

822895883