World Bank Group2016-06-092016-06-092014-01https://hdl.handle.net/10986/24472This report presents an assessment of school health policies and institutions that affect young children in Uganda. The analysis is based on a World Bank tool developed as part of the systems approach for better education results (SABER) initiative that aims to systematically assess education systems against evidence based global standards and good practice to help countries reform their education systems to help ensure learning for all. School health policies are a critical component of an effective education system, given that children's health impacts their school attendance, ability to learn, and overall development. SABER school health collects, analyzes, and disseminates comprehensive information on school health policies around the world. The overall objective of the initiative is to help countries design effective policies to improve their education systems, facilitate comparative policy analysis, identify key areas to focus investment, and assist in disseminating good practice.en-USCC BY 3.0 IGOSKILLSSANITATIONPSYCHOSOCIAL SUPPORTEDUCATION STRATEGYLIFESKILLSEDUCATIONNATIONALEDUCATIONPOLICYNATIONAL SCHOOL CURRICULUMRURALPOPULATIONNATIONAL SCHOOLTEACHERSLIFESKILLSSCHOOLINGPSYCHOLOGYTEACHINGMATERIALSSCHOOL HEALTH EDUCATIONPREVENTIONINSTRUCTIONAL MATERIALSNUMERACYMORBIDITYATTENDANCE RATESHEALTH EDUCATIONEDUCATIONAL ACHIEVEMENTEDUCATION POLICYEDUCATION COMMITTEELIFE SKILLSSCHOOL HEALTHEDUCATION OUTCOMESNATIONAL CURRICULUMSCHOOL HEALTH INTERVENTIONSVIOLENCEINSCHOOLSHEALTHLEARNING MATERIALSDECISIONͲMAKINGEDUCATIONSYSTEMHEALTHSERVICESSCHOOL ENVIRONMENTSQUALITY TEACHINGSCHOOLCURRICULUMNUTRITION INDICATORSACCESS TO EDUCATIONLITERACYKNOWLEDGEEDUCATIONALACHIEVEMENTSDISABILITIESLEARNING ENVIRONMENTSCHOOLFEEDINGPRIMARYPUPILSSCHOOLͲLEVELSCHOOLCHILDRENEXERCISESPERSONAL HYGIENEIRONTRAININGEDUCATION POLICIESSCHOOL DROPMENTAL DISABILITIESTEACHER TRAININGSCHOOL COMMUNITYGENDEREQUALITYINTERVENTIONPRIMARY COMPLETION RATEEDUCATIONAL OPPORTUNITIESDISTRICTEDUCATIONCHILD DEVELOPMENTVIOLENCESCHOOL CURRICULUMHEADTEACHERSPUBLICEXPENDITUREONEDUCATIONEDUCATIONAL INPUTSHEALTHPOLICYLEARNINGSUPPORTIVE SCHOOL ENVIRONMENTEDUCATION SYSTEMPRIMARY SCHOOLSCREENINGACCESSTOEDUCATIONTEACHINGSCHOOL LEVELSENROLMENTRATIOMORTALITYNUTRITION INTERVENTIONSFAMILYLIFEEDUCATION SYSTEMSLEARNERSSTDSSCHOOL PARTICIPATIONLIFE SKILLS EDUCATIONDROPOUT RATESPRIMARY COMPLETIONWORKERSSKILLS TRAININGATTITUDESVALUESSCHOOLSNATIONALEDUCATIONSCHOOL ATTENDANCEHEAD TEACHERSPHYSICAL DISABILITIESCURRICULUM REFORMSNUTRITION PROBLEMSHEALTH POLICYSCHOOLHEALTHINTERPERSONAL SKILLSHYGIENESCHOOLCOMPLETIONCHILDDEVELOPMENTTEXTBOOKHEALTH TRAININGPRIMARYCOMPLETIONPROBLEMSOLVINGSCHOOLENVIRONMENTGENDERͲSENSITIVEPSYCHOSOCIALSUPPORTLIFEEXPECTANCYSCHOOL CHILDRENMEASUREMENTSUPPORTIVE LEARNING ENVIRONMENTQUALIFIED TEACHERSINTEGRATED ASSESSMENTNUTRITIONTEACHERTRAININGSCHOOLPOLICIESSCHOOL POLICIESADOLESCENTSSCHOOLͲAGE CHILDRENGROSSENROLMENTCURRICULUMTEACHERSCHOOL NUTRITIONSCHOOL FEEDINGSANITATIONFACILITIESGROSSENROLMENTRATIOCOMMUNICABLE DISEASESHEALTHY SCHOOL ENVIRONMENTPRIMARYCOMPLETIONRATECHILDRENCURRICULUM DEVELOPMENTHEALTHINTERVENTIONSCOGNITIVESKILLSACADEMICACHIEVEMENTEDUCATIONSCHOOLSYSTEMSSERVICE TRAININGNATIONALSCHOOLNATIONALEXAMINATIONSENROLMENT LEVELSHEALTHEDUCATIONLIVING CONDITIONSNATIONALEDUCATION POLICYPHYSICALDEVELOPMENTSTRATEGYLEARNER SUPPORTSCHOOL BUILDINGSPRIMARY EDUCATIONFAMILIESENROLMENT RATIOHEALTH INTERVENTIONSCLASSROOMTEACHINGCLASSROOMEDUCATIONSTRATEGYTRAINING TO TEACHERSSCHOOLͲAGESCHOOLSCHOOLENVIRONMENTSSCHOOL INFRASTRUCTURESECONDARY EDUCATIONSCHOOL ENVIRONMENTEDUCATIONPOLICYHEALTH SERVICESHEALTHINDICATORSIMPLEMENTATIONPUBLICEXPENDITURESANITATION FACILITIESTechnical PaperWorld Bank10.1596/24472