Results 5 resources
Framework for Provision of Continued Learning During the COVID-19 Lockdown in UgandaMinistry of Education and Sports (Uganda) - 2020
Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and UgandaLucas, A. M., McEwan, P. J., Ngware, M., & Oketch, M. - 2014 - Journal of Policy Analysis and Management, 33(4), 950–976
Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in...
Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and UgandaHardman, F., Ackers, J., Abrishamian, N., & O’Sullivan, M. - 2011 - Compare: A Journal of Comparative and International Education, 41(5), 669–683
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the...
Pedagogical renewal in sub‐Saharan Africa: the case of UgandaAltinyelken, H. K. - 2010 - Comparative Education, 46(2), 151–171
Teachers’ and Pupils’ Experiences of Integrated Education in UgandaArbeiter, S., & Hartley, S. - 2002 - International Journal of Disability, Development and Education, 49(1), 61–78
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach...