Publication: Improving Learning in Uganda, Volume II : Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments
Loading...
Date
2013-02-22
ISSN
Published
2013-02-22
Editor(s)
Abstract
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.
Link to Data Set
Citation
“Najjumba, Innocent Mulindwa; Marshall, Jeffrey H.. 2013. Improving Learning in Uganda, Volume II : Problematic Curriculum Areas and Teacher Effectiveness, Insights from National Assessments. World Bank studies;. © World Bank. http://hdl.handle.net/10986/13098 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Findings from the Bhutan Learning Quality Survey(Washington, DC, 2009-01)The education sector in Bhutan has been growing steadily since the 1960s and concomitantly the literacy rates of the population have also been steadily going up over time. The mostly mountainous country regards education as central to its national development. Every cohort has seen an increasing share of children going to school and the education system now strains to keep up with the speed with which enrolment has expanded over the last ten years, in-line with Bhutan's commitment to meet the education Millennium Development Goals (MDGs). This report is structured as follows: section two presents the background and context of Bhutan's education system; section three discusses previous theoretical and empirical literature on education quality; section four describes the sampling design methodology, the sample and empirical methodology used in this study; section five presents findings on students' actual knowledge in three subjects and their corresponding scaled scores; section six presents the results of multivariate regression analysis for estimating school, teacher and child related correlates of learning outcomes; section seven profiles teachers in grades two and four and the education process; and section eight concludes with brief summary, discussion of policy implications, and recommendation for future research.Publication Educating the Next Generation : Improving Teacher Quality in Cambodia(Washington, DC: World Bank, 2015)This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards. The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a student-centered learning environment; and it examines how teacher performance has been impacted by national incentives, an evaluation system that is disconnected from classroom realities, and the extent to which opportunities to learn and share best-practice lessons with peers exists. Out of the diagnosis follow three policy pillars to reform how teachers are trained, maintained, and motivated. First, the government must make teaching a much more attractive profession. Second, it must improve how teachers are prepared. And third, it must encourage stronger classroom performance. The book contains detailed recommendations under each policy pillar and provides the platform for Cambodia to undertake its next generation of educational reform.Publication Human Capital for a Modern Society(Washington, DC, 2012)The Republic of Maldives, a multi-island nation of spectacular natural beauty, is one of the most advanced economies in South Asia. The Maldives consists of an archipelago of nearly 1,200 islands and a population of about 374,000 inhabitants: 300,000 Maldivians and 74,000 expatriate workers. The Maldives had attained a gross national income (GNI) per capita of US$5,790 in 2010. The country ranked 109'th in the human development index (HDI) for 2011, which is the second highest HDI rank in South Asia after Sri Lanka. The Maldives is seeking to accelerate human development and promote economic prosperity. The development of human capital is central to the country's strategy to achieve this goal. The present study analyzes the main challenges facing the general education sector and presents, for the consideration of policy makers in the country, a set of strategic options for the future development of general education.Publication Language, Literacy, and Learning in Primary Schools : Implications for Teacher Development Programs in Nigeria(Washington, DC: World Bank, 2007)Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.Publication Building Evidence, Shaping Policy(World Bank, Dili, 2013-08)Reliable evidence is needed to design policies that will allow overcoming Timor-Leste's remaining challenges in provision of quality education. In recent post-conflict years, aided by availability of oil revenues, Timor-Leste has been able to considerably improve availability of schools and access to education. This report presents findings of the 2012 Education Survey, collaboration between the Ministry of Education, the National Directorate of Statistics, AusAID and the World Bank. The survey collected detailed information at all primary, pre-secondary and secondary schools in the country. Its objectives were to support the improvement of Timor-Leste's education quality and service delivery through building a solid information source and analytical foundation which will allow for sound, evidence-based policy making. The survey results indicate that student absenteeism should be a major cause for concern. More than one third of grade one students were absent from school on the day of the survey, in some districts it was half or even more. Education levels of primary school teachers are low, with the majority only having secondary education. For 71 percent of primary school teachers the highest level of education is secondary school, for 6 percent it is even lower. Both demand and supply side interventions are needed to tackle the challenges faced. Some key policy areas should be: 1) improving school attendance through creating appropriate demand-side incentives; 2) enhancing teacher quality; 3) strengthening instruction language policy; 4) improving education system management; 5) improving school infrastructure and learning environment; and 6) ensuring adequate supply of textbooks.
Users also downloaded
Showing related downloaded files
Publication Inequalities in Sub-Saharan Africa(Washington, DC: World Bank, 2025-01-17)The growing disparity between the rich and poor remains a critical challenge, affecting countries across all continents, irrespective of their per capita gross domestic product. This widening gap not only impedes efforts to eradicate extreme poverty but also hinders progress toward social justice and resilience-building. Rising inequalities pose substantial barriers to sustainable development, and it is within this context that this book, 'Inequalities in Sub-Saharan Africa: Multidimensional Perspectives and Future Challenges', contributes to ongoing debates, offering a comprehensive analysis of the current challenges and future perspectives of inequality on the African continent. Despite the intensification of calls for wealth taxation and inequality reduction, progress has been slow. A key challenge lies in creating a viable political path for implementing progressive taxation policies. Resistance from those benefiting from the current system often stalls efforts, making progress difficult. Moreover, reducing inequality requires mechanisms that address inequality at its roots. Policies targeting education, competition, financial market regulation, and industrial development all hold the potential to create equitable economic opportunities, ensuring access to credit, job creation, and more-balanced economic growth. Despite facing unique, profound challenges, Africa is often overlooked in these global discussions. This book seeks to place the continent’s issues of income inequality, unequal access to education and health care, climate vulnerability, and inclusive growth at the center of the conversation. The book further advocates for innovative policies, including competition reforms and bargaining frameworks that shift the balance between capital and labor. Given that inequality in Africa is deeply rooted in historical, economic, and institutional factors, a stronger focus on pre-distribution policies is necessary. These systemic changes can help reshape the conditions under which inequality emerges and persists. In addition to policy reforms, it is vital to strengthen the research and academic infrastructure that underpins the understanding of inequality. Equity concerns must be addressed within the scientific field, and African research capabilities must be bolstered. This volume, written in collaboration with the African Center of Excellence for Inequality Research, calls for a greater focus on empowering African researchers as part of a broader development strategy. By doing so, it aligns with the World Bank’s and the Agence Française de Développement’s commitment to supporting research as a critical tool for sustainable development.Publication Applying the Degree of Urbanisation(European Union/FAO/UN-Habitat/OECD/The World Bank, 2025-01-31)This manual develops a harmonised methodology to facilitate international statistical comparisons and to classify the entire territory of a country along an urban-rural continuum. The degree of urbanisation classification defines cities, towns and semi-dense areas, and rural areas. This first level of the classification may be complemented by a range of more detailed concepts, such as: metropolitan areas, commuting zones, dense towns, semi-dense towns, suburban or peri-urban areas, villages, dispersed rural areas and mostly uninhabited areas. The manual is intended to complement and not replace the definitions used by national statistical offices (NSOs) and ministries. It has been designed principally as a guide for data producers, suppliers and statisticians so that they have the necessary information to implement the methodology and ensure coherency within their data collections. It may also be of interest to users of subnational statistics so they may better understand, interpret and use official subnational statistics for taking informed decisions and policymaking. This report has been produced in close collaboration by six organisations, the European Commission, the Food and Agriculture Organization of the United Nations (FAO), the United Nations Human Settlements Programme (UNHabitat), the International Labour Organization (ILO), the Organisation for Economic Co-operation and Development (OECD) and The World Bank.Publication Greater Heights(Washington, DC: World Bank, 2025-03-12)Twenty-seven countries have reached high-income status since 1990. Ten of these are in the Europe and Central Asia region and have joined the European Union. Another 20 in the region have become more prosperous since the 1990s. However, their transition to high-income status has been delayed. These middle-income countries have found that the prospects for growth to high-income status have become even more difficult since the 2007–09 global financial crisis. This reflects partly a slowdown in structural reforms at home and partly the challenges associated with a deterioration in the global environment. The concern has emerged that many countries in the region may be caught in the middle-income trap, a phase in development characterized by a recurring deceleration in growth and by per capita incomes that are systematically below the high-income threshold. To ensure that these countries overcome the obstacles to growth and achieve progress toward high-income status, policy makers need to make the transition from a strategy driven largely by investment to a strategy that is supported by the importation and diffusion of global capital, knowledge, and technology and then to a strategy that complements these with innovation. The report Greater Heights: Growing to High Income in Europe and Central Asia relies on the 3i strategy described in World Development Report 2024—investment, infusion, and innovation—to propose policy options to assist middle-income countries in Europe and Central Asia in the effort to reach high-income status. Drawing on comprehensive empirical analysis, the report offers actionable recommendations that will enable policy makers to advance stronger economic growth across the region. Such a transition will require continued and sustained foundational reform to maximize the drivers of economic growth while pivoting to new transformative reforms to promote the development of more complex economic structures and institutions. These involve the need to discipline incumbents, boost the role of the private sector, strengthen the competitive environment, and reward merit. The emphasis on a strategy driven by innovation is also critically important for those countries that have already attained high-income status.Publication Services Unbound(Washington, DC: World Bank, 2024-12-09)Services are a new force for innovation, trade, and growth in East Asia and Pacific. The dramatic diffusion of digital technologies and partial policy reforms in services--from finance, communication, and transport to retail, health, and education--is transforming these economies. The result is higher productivity and changing jobs in the services sector, as well as in the manufacturing sectors that use these services. A region that has thrived through openness to trade and investment in manufacturing still maintains innovation-inhibiting barriers to entry and competition in key services sectors. 'Services Unbound: Digital Technologies and Policy Reform in East Asia and Pacific' makes the case for deeper domestic reforms and greater international cooperation to unleash a virtuous cycle of increased economic opportunity and enhanced human capacity that would power development in the region.Publication Global Economic Prospects, January 2025(Washington, DC: World Bank, 2025-01-16)Global growth is expected to hold steady at 2.7 percent in 2025-26. However, the global economy appears to be settling at a low growth rate that will be insufficient to foster sustained economic development—with the possibility of further headwinds from heightened policy uncertainty and adverse trade policy shifts, geopolitical tensions, persistent inflation, and climate-related natural disasters. Against this backdrop, emerging market and developing economies are set to enter the second quarter of the twenty-first century with per capita incomes on a trajectory that implies substantially slower catch-up toward advanced-economy living standards than they previously experienced. Without course corrections, most low-income countries are unlikely to graduate to middle-income status by the middle of the century. Policy action at both global and national levels is needed to foster a more favorable external environment, enhance macroeconomic stability, reduce structural constraints, address the effects of climate change, and thus accelerate long-term growth and development.