Educating Adults in Uganda : Findings and Signals
The note summarizes a 1999 evaluation of adult literacy programs in Uganda, which looked at the longer-term outcomes of these programs. Four main questions were addressed: How well do adult literacy students remember how to read, write, and calcula...
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| Format: | Brief |
| Language: | English |
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2012
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| Online Access: | http://documents.worldbank.org/curated/en/2002/01/1717424/educating-adults-uganda-findings-signals http://hdl.handle.net/10986/9784 |
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okr-10986-97842021-04-23T14:02:47Z Educating Adults in Uganda : Findings and Signals Oxenham, John ADDITION ADULT BASIC EDUCATION ADULT EDUCATION ADULT LITERACY BASIC EDUCATION BASIC SKILLS COMPREHENSION CONTINUING EDUCATION CURRICULA EDUCATION PROGRAMS HUMAN DEVELOPMENT INSTRUCTION INSTRUCTORS LEARNING LITERACY CLASSES LITERACY EDUCATION LITERACY PROGRAMS LITERARY EDUCATION NATIONAL CURRICULUM POOR PEOPLE PRIMARY GRADE PRIMARY SCHOOL PRIMERS PUPILS READING SCHOOLING TEACHING UNIVERSITIES ADULT EDUCATION LITERACY PROGRAMS FUNCTIONAL LITERACY SKILL RETENTION TEACHING PRACTICE COMPARATIVE ECONOMICS COST EFFECTIVENESS CURRICULUM EVALUATION INTEREST GROUPS EDUCATIONAL DELIVERY EDUCATIONAL POLICY PUBLIC-PRIVATE PARTNERSHIPS BASIC EDUCATION OFFICIAL LANGUAGES The note summarizes a 1999 evaluation of adult literacy programs in Uganda, which looked at the longer-term outcomes of these programs. Four main questions were addressed: How well do adult literacy students remember how to read, write, and calculate? To what extent do they use their skills? Compared with non-literates, what knowledge of "functional" topics do they exhibit, and to what extent do they practice what was learnt? Which are the most effective approaches to literacy teaching, and what are the comparative costs? Some questions were left open, such as the treatment of literacy instructors, which engenders uncertainty towards policy formation, and, the balance to be sought between general, national curriculum, and an array of curricula tailored to suit different interest groups. Evident signals seemed to confirm the importance of reliable delivery of sound instruction, rather than methods, and materials, and, as for policy, the strong signal is that frameworks to encourage active, complementary partnerships between governments, and agencies, would best serve the people who could benefit from adult basic education. Thus, there is an impending need to develop ways of combining basic education in a vernacular introduction, to an official language. 2012-08-13T09:31:57Z 2012-08-13T09:31:57Z 2002-01 http://documents.worldbank.org/curated/en/2002/01/1717424/educating-adults-uganda-findings-signals http://hdl.handle.net/10986/9784 English Africa Region Findings & Good Practice Infobriefs; No. 198 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Publications & Research :: Brief Publications & Research Africa Uganda |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ADDITION ADULT BASIC EDUCATION ADULT EDUCATION ADULT LITERACY BASIC EDUCATION BASIC SKILLS COMPREHENSION CONTINUING EDUCATION CURRICULA EDUCATION PROGRAMS HUMAN DEVELOPMENT INSTRUCTION INSTRUCTORS LEARNING LITERACY CLASSES LITERACY EDUCATION LITERACY PROGRAMS LITERARY EDUCATION NATIONAL CURRICULUM POOR PEOPLE PRIMARY GRADE PRIMARY SCHOOL PRIMERS PUPILS READING SCHOOLING TEACHING UNIVERSITIES ADULT EDUCATION LITERACY PROGRAMS FUNCTIONAL LITERACY SKILL RETENTION TEACHING PRACTICE COMPARATIVE ECONOMICS COST EFFECTIVENESS CURRICULUM EVALUATION INTEREST GROUPS EDUCATIONAL DELIVERY EDUCATIONAL POLICY PUBLIC-PRIVATE PARTNERSHIPS BASIC EDUCATION OFFICIAL LANGUAGES |
| spellingShingle |
ADDITION ADULT BASIC EDUCATION ADULT EDUCATION ADULT LITERACY BASIC EDUCATION BASIC SKILLS COMPREHENSION CONTINUING EDUCATION CURRICULA EDUCATION PROGRAMS HUMAN DEVELOPMENT INSTRUCTION INSTRUCTORS LEARNING LITERACY CLASSES LITERACY EDUCATION LITERACY PROGRAMS LITERARY EDUCATION NATIONAL CURRICULUM POOR PEOPLE PRIMARY GRADE PRIMARY SCHOOL PRIMERS PUPILS READING SCHOOLING TEACHING UNIVERSITIES ADULT EDUCATION LITERACY PROGRAMS FUNCTIONAL LITERACY SKILL RETENTION TEACHING PRACTICE COMPARATIVE ECONOMICS COST EFFECTIVENESS CURRICULUM EVALUATION INTEREST GROUPS EDUCATIONAL DELIVERY EDUCATIONAL POLICY PUBLIC-PRIVATE PARTNERSHIPS BASIC EDUCATION OFFICIAL LANGUAGES Oxenham, John Educating Adults in Uganda : Findings and Signals |
| geographic_facet |
Africa Uganda |
| relation |
Africa Region Findings & Good Practice Infobriefs; No. 198 |
| description |
The note summarizes a 1999 evaluation of
adult literacy programs in Uganda, which looked at the
longer-term outcomes of these programs. Four main questions
were addressed: How well do adult literacy students remember
how to read, write, and calculate? To what extent do they
use their skills? Compared with non-literates, what
knowledge of "functional" topics do they exhibit,
and to what extent do they practice what was learnt? Which
are the most effective approaches to literacy teaching, and
what are the comparative costs? Some questions were left
open, such as the treatment of literacy instructors, which
engenders uncertainty towards policy formation, and, the
balance to be sought between general, national curriculum,
and an array of curricula tailored to suit different
interest groups. Evident signals seemed to confirm the
importance of reliable delivery of sound instruction, rather
than methods, and materials, and, as for policy, the strong
signal is that frameworks to encourage active, complementary
partnerships between governments, and agencies, would best
serve the people who could benefit from adult basic
education. Thus, there is an impending need to develop ways
of combining basic education in a vernacular introduction,
to an official language. |
| format |
Publications & Research :: Brief |
| author |
Oxenham, John |
| author_facet |
Oxenham, John |
| author_sort |
Oxenham, John |
| title |
Educating Adults in Uganda : Findings and Signals |
| title_short |
Educating Adults in Uganda : Findings and Signals |
| title_full |
Educating Adults in Uganda : Findings and Signals |
| title_fullStr |
Educating Adults in Uganda : Findings and Signals |
| title_full_unstemmed |
Educating Adults in Uganda : Findings and Signals |
| title_sort |
educating adults in uganda : findings and signals |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2002/01/1717424/educating-adults-uganda-findings-signals http://hdl.handle.net/10986/9784 |
| _version_ |
1764410654870994944 |