Education Inputs In Uganda : An Analysis of Factors Influencing Learning Achievement in Grade Six
This study on effective use of school inputs in Uganda is intended to contribute to the policy debate on how to make the best use of available resources to improve learning outcomes. It comes at an opportune time in Uganda when there are increasing...
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| Format: | Publication |
| Language: | English en_US |
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Washington, DC: World Bank
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2007/01/8092236/education-inputs-uganda-analysis-factors-influencing-learning-achievement-grade-six http://hdl.handle.net/10986/6758 |
| Summary: | This study on effective use of school
inputs in Uganda is intended to contribute to the policy
debate on how to make the best use of available resources to
improve learning outcomes. It comes at an opportune time in
Uganda when there are increasing demands on the education
budget, yet it is unlikely that substantial increases in the
sector budget envelope will be provided given other
competing national priorities, as well as the need for
additional resources to finance post primary education and
training. This report emphasizes: the need for a balanced
focus on resource availability and use, because without
appropriate use or management, resources may not lead to
improved learning; helping teachers to effectively teach
large classes; and the importance of investing more in
in-service training focused on pedagogical practices than on
training teachers to acquire academic qualifications. The
study also points to the need to examine and include teacher
effectiveness as key criteria for determining teacher
remuneration. With regard to automatic promotion, this
study, and indeed the general literature suggest that
repetition tends not to work within the same context and the
same teaching styles. The findings of this study clearly
demonstrate the need to focus on school and classroom
processes and better use of education resources focused on
improvement of learning. |
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