Education inputs in Uganda : an analysis of factors influencing learning achievement in grade six
著者
書誌事項
Education inputs in Uganda : an analysis of factors influencing learning achievement in grade six
（World Bank working papers, no. 98）（Africa human development series）
World Bank, c2007
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注記
Includes bibliographical references (p. 77-89)
"Africa Region Human Development Department"
内容説明・目次
内容説明
This report is based on a study prompted by the need for improved effectiveness in the use of education resources in Uganda. Uganda's problem with increasing resource constraints for education is common in many developing countries and the lessons learned in this study may be of broad interest. Currently, Uganda allocates over 31 percent of its discretionary recurrent expenditure to education and 67 percent of this is allocated to primary education. Given increasing pressures on the budgets, there is need to implement strategies focusing on those inputs most likely to improve student learning. A major impediment to rational decision making in this area is lack of knowledge about what interventions work best and under what circumstances. Without this knowledge, Government may continue spending scarce resources on inputs that may not directly contribute to student learning achievement. The study used Uganda National Examination Board (UNEB) National Assessment of Progress in Education (NAPE 2003) data collected from a nationally representative sample of grade six pupils in Uganda.
A large database of 3,949 pupils from 200 schools (rural and urban) both private and Government-aided, as well as the teachers (388) and head teachers (200) of these pupils was used. This was supplemented by data from the Education Management Information System (EMIS), head teacher and teacher interviews as well as classroom observation. The Uganda study is unique because of its use of a large sample size and a combination of qualitative and quantitative methods, which make this study different from many studies undertaken in the recent past. It therefore provides insights that can be generalized to primary six pupils in Uganda, are likely to apply to other upper primary grades, as well as perhaps providing some lessons for other countries. However, such generalization should be done with caution. For purposes of this report, analysis was limited to a few variables: pupil background characteristics, school-based characteristics, including class size, pupil/textbook ratio, funding per pupil, learning time, pupils per desk; teacher characteristics; and teaching strategies and school administration.
Further analysis into factors that influence performance of primary school pupils in Uganda could be undertaken using the same data set. Results point to some critical areas where improvements could be made in order to improve pupil performance possibly with fewer resources. The results specifically apply to primary six pupils in Uganda. This analysis is particularly focused on changes which can be made by the Uganda Ministry of Education and Sports to improve efficiency in use of resources.
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