Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
Uganda is one of the few African countries with a functional national assessment system. Established in 2003, the National Assessment of Progress in Education (NAPE) Program is executed by the Uganda National Examination Board (UNEB). The program u...
| Main Authors: | , , |
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| Format: | Publication |
| Language: | English en_US |
| Published: |
Washington, DC: World Bank
2013
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2013/02/17406414/uganda-improving-learning-uganda-vol-3-3-school-based-management-policy-functionality http://hdl.handle.net/10986/13099 |
| Summary: | Uganda is one of the few African
countries with a functional national assessment system.
Established in 2003, the National Assessment of Progress in
Education (NAPE) Program is executed by the Uganda National
Examination Board (UNEB). The program uses a learning
outcomes measurement framework to annually measure
achievement in literacy and numeracy proficiency on the
basis of a cross-sectional, nationally representative sample
of learners from the primary three (P3) and primary six (P6)
grades. In 2008, the framework was extended to the senior
two (S2) grade of lower secondary education for English,
math, and biology. However, use of national assessment
results to inform improvements in student learning remains
weak. These data can nevertheless be used to search for
solutions to the challenge of low-quality education in
Uganda. The objective of this study is to generate a
comprehensive, consolidated evidence base about student
learning outcomes and teacher effectiveness in primary and
secondary schools Uganda, grounded in existing, nationally
owned NAPE assessment data. In specific terms, this
analytical work attempts to establish the following: (a) the
performance levels and patterns of students in P3, P6, and
S2; (b) problematic curriculum areas in the respective
grades; (c) teacher competency; and (d) predictors of
student and teacher performance levels. The goal is not to
reanalyze existing data, but rather, provide additional
analysis that can help complement the very useful summary
reports provided by NAPE for individual years. This analysis
is also supported by findings from the qualitative
end-of-cycle (EOC) curriculum examination reports generated
by UNEB chief examiners. |
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