Results 2 resources
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...