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...

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Main Authors:	Najjumba, Innocent Mulindwa, Habyarimana, James, Bunjo, Charles Lwanga
Format:	Publication
Language:	English en_US
Published:	Washington, DC: World Bank 2013
Subjects:	CURRICULUM EDUCATION QUALITY LEARNING OUTCOMES MEASUREMENT FRAMEWORK NATIONAL ASSESSMENT SYSTEM TEACHER EFFECTIVENESS
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

id	okr-10986-13099
recordtype	oai_dc
spelling	okr-10986-130992021-04-23T14:03:06Z Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality Najjumba, Innocent Mulindwa Habyarimana, James Bunjo, Charles Lwanga CURRICULUM EDUCATION QUALITY LEARNING OUTCOMES MEASUREMENT FRAMEWORK NATIONAL ASSESSMENT SYSTEM TEACHER EFFECTIVENESS 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. 2013-04-09T17:27:32Z 2013-04-09T17:27:32Z 2013-02-25 http://documents.worldbank.org/curated/en/2013/02/17406414/uganda-improving-learning-uganda-vol-3-3-school-based-management-policy-functionality 978-0-8213-9847-0 10.1596/978-0-8213-9847-0 http://hdl.handle.net/10986/13099 English en_US World Bank studies; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC: World Bank Publications & Research :: Publication Publications & Research :: Publication Africa Uganda
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	CURRICULUM EDUCATION QUALITY LEARNING OUTCOMES MEASUREMENT FRAMEWORK NATIONAL ASSESSMENT SYSTEM TEACHER EFFECTIVENESS
spellingShingle	CURRICULUM EDUCATION QUALITY LEARNING OUTCOMES MEASUREMENT FRAMEWORK NATIONAL ASSESSMENT SYSTEM TEACHER EFFECTIVENESS Najjumba, Innocent Mulindwa Habyarimana, James Bunjo, Charles Lwanga Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
geographic_facet	Africa Uganda
relation	World Bank studies;
description	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.
format	Publications & Research :: Publication
author	Najjumba, Innocent Mulindwa Habyarimana, James Bunjo, Charles Lwanga
author_facet	Najjumba, Innocent Mulindwa Habyarimana, James Bunjo, Charles Lwanga
author_sort	Najjumba, Innocent Mulindwa
title	Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
title_short	Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
title_full	Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
title_fullStr	Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
title_full_unstemmed	Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality
title_sort	improving learning in uganda, volume iii : school-based management, policy and functionality
publisher	Washington, DC: World Bank
publishDate	2013
url	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
_version_	1764422470647939072

Improving Learning in Uganda, Volume III : School-based Management, Policy and Functionality

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