Advertisement
| education system in uganda: Differentiation and Articulation in Tertiary Education Systems Njuguna Ng'ethe, George Subotzky, George Afeti, 2008-01-01 This title explores an area of tertiary education that is currently understudied; this is the extent and nature of differentiation and articulation in African tertiary education systems. The overall finding is that the binary system is dominant, characterised by universities and polytechnics as distinct types of institutions. Differentiation is clearly evident in Africa. However, though varied in nature and extent, the differentiation is mostly horizontal as opposed to vertical. Articulation, on the other hand, seems to be in its infancy as some universities, in their admission requirements, d. |
| education system in uganda: Improving Learning In Uganda, Volume 3 Innocent Mulindwa Najjumba, James Habyarimana, Charles Lwanga Bunjo, 2013-03-05 This volume focuses on school based management in Uganda, specifically, study focuses school based management policy and roles of key players; participation in school governance; beneficiary participation and response to education; school autonomy; information for accountability; and school organization for learning. |
| education system in uganda: History and Development of Education in Uganda J. C. Ssekamwa, 1997 This study examines educational development and progress during the pre-colonial days and how it naturally led to the establishment of Western education in Uganda. It also discusses how Ugandans have struggled to use Western education with some readjustments after 1962 to solve theireconomic, political and social problems. The desire for western education continues to grow. The book looks at the sympathetic response of government, and its efforts to formulate policies and theories to fulfill its pledge to provide elementary education for all young people. |
| education system in uganda: Uganda International Monetary Fund. African Dept., 2024-09-11 Uganda: Selected Issues |
| education system in uganda: Introduction to Uganda Gilad James, PhD, Uganda is a landlocked country located in East Africa. Its capital city is Kampala, and the official language is English. The country is bordered by Kenya to the east, Tanzania to the south, Rwanda to the southwest, South Sudan to the north, and the Democratic Republic of Congo to the west. Uganda’s population is estimated to be over 45 million with a diverse range of ethnic groups, religions, and cultures. The country is known for its national parks, including the famous Bwindi Impenetrable Forest National Park, which is home to almost half of the world's mountain gorilla population. Uganda has a rich history and was formerly a British colony until it gained independence in 1962. Since then, the country has faced a number of challenges, including political instability and upheavals, economic difficulties, and a rising population that has put pressure on natural resources. Despite these challenges, Uganda has made considerable progress in recent years, including reducing poverty levels, increasing access to education, and improving healthcare outcomes. The country’s economy is driven by agriculture, and key exports include coffee, tea, and tobacco. Uganda is also increasingly attracting foreign investment and has become a hub for technology innovation in the region. |
| education system in uganda: Adult Education in Uganda Anthony Okech, 2004 Adult education has been practised in Uganda in various forms, perhaps since humans first inhabited the land; but very little has been written about it. It is therefore difficult to find relevant materials to use in the study of education in Uganda. Makerere University has been engaged in adult education since 1953, and so celebrated fifty years of its existence and service in 2003. This book is published in commemoration of this achievement. Its objectives are to document the development of adult education in Uganda, establish a base for further specialised study on adult education, provide a teaching resource for the study of adult and community education and pave the way for future adult education work. As a critical review and reflection on salient aspects and issues of adult education, including on the relative merits and disadvantages of indigenous and colonial languages as media for adult education, it is the first publication of its kind in Uganda. |
| education system in uganda: Education, Creativity, and Economic Empowerment in Africa T. Falola, J. Abidogun, 2014-08-20 Education and the arts offer multiple, mutually clarifying lenses through which to examine and understand issues of poverty and empowerment. Here, both are combined in a fascinating look at how these two often overlooked elements promote social equality and cultivate personal agency across Africa's diverse political-economic landscapes. |
| education system in uganda: Community College Models Rosalind Latiner Raby, Edward J. Valeau, 2009-03-22 Increasingly, students worldwide are seeking post-secondary education to acquire new skill-sets and credentials. There is an explosion of community college models that provide educational opportunities and alternative pathways for students who do not fit the traditional higher educational profile. This book focuses on economic models to help local and national economies develop strong workforce training, humanitarian models to bring about social mobility and peace, transformative models to help institutions expand and keep up with societal needs, and newly created models that respond to the educational and training needs of a constantly changing world. These models seek to capture the imagination of those who are committed to learning about what works in higher education and in particular, the impact community college models are having on the changing nature of world social, political and economic landscapes. With contributors representing 30 countries, this book presents an international perspective. |
| education system in uganda: Education Inputs in Uganda Harriet Nannyonjo, 2007-01-01 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. |
| education system in uganda: The Education Systems of Africa Kolawole Samuel Adeyemo, 2021-02-24 This research handbook provides meaningful coverage on current trends in the dynamic education systems of Africa. It presents the main findings on current issues in the education systems from different African countries. Specifically, it examines education policies and what can be done differently by African nations to strengthen these policies. The objective is to highlight African nations’ capacity to address issues of social justice to generate ideas that can help translate the increasing strengths of the continent into achieving sustainable development. |
| education system in uganda: Global Education Policy and International Development Antoni Verger, Hulya K. Altinyelken, Mario Novelli, 2013-03-28 Exploring the interplay between globalization, education and international development, this book surveys the impact of global education policies on local policy in developing countries. With chapters written by leading international scholars, drawing on a full range of theoretical perspectives and offering a diverse selection of case studies from Africa, Asia and South America, this book considers such topics as: How are global education agendas and policies formed and implemented? What is the impact of such policy priorities as public-private partnerships, child-centred pedagogies and school-based management? What are the effects of political and economic globalization on educational reform and change? How do mediating institutions affect the translation of global policies to particular educational contexts? What are the limitations of globalised policy solutions and what problems do they encounter at local levels? From students of education, development and globalization to practitioners working in developing contexts, this book is an important resource for those seeking to understand how global forces and local realities meet to shape education policy in the developing world. |
| education system in uganda: Planning and Development in Education J.C.S. Musaazi, 2010-11-26 This reissue, first published in 1986, offers a comprehensive treatment of educational development in four countries in West and East Africa: Nigeria, Uganda, Kenya and Tanzania. The author focuses on the role of education in promoting or hindering national development; the way the educational system varies in response to societal and dialectical forces; the place of education in major theories of change and development; and the contribution made by education to economic, social and political development. Clearly and concisely written, the book will be of interest to teachers, administrators, educational planners and scholars in comparative education and the history of education. |
| education system in uganda: Educational Systems of Africa Martena Tenney Sasnett, Inez Hopkins Sepmeyer, 1967 Monograph outlining the educational system of each African country - includes information on primary education, secondary education, higher education, vocational training, teacher training, technical education, etc. In respect of examinations, certificates and degrees, curriculum, hours per week for each subject, matriculation requirements, etc. Bibliography pp. 1510 to 1550, maps, references and statistical tables. |
| education system in uganda: Achieving Education for All Ishmael I. Munene, 2016 Using the system-wide educational reform implementation model, this book interrogates the ramifications of the Education for All movement on quality, equity, and learning outcomes in six African nations: Kenya, Nigeria, Mali, Senegal, Tanzania, and Uganda. It opens the possibilities for new approaches to Education for All in the context of constrained resources, unstable political climates, and the agency of local communities. |
| education system in uganda: The Rebirth of Education Lant Pritchett, 2013-09-30 Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world. |
| education system in uganda: Intelligent Accountability: Creating the conditions for teachers to thrive David Didau, 2020-11-06 Uncertainty is a fact of life. You can never know enough to make perfect decisions. Understanding this helps us balance an awareness of our tendency towards overconfidence with an acceptance of our own fallibility. The book discusses two opposed models of school improvement: the deficit model (which assumes problems are someone’s fault) and the surplus model (which assumes problems are unintended systemic flaws). By aligning ourselves to a surplus model we can create a system of Intelligent Accountability. The principles that make this possible are trust, accountability and fairness. While we thrive when trusted, unless someone cares about – and is holding us to account – for what we do, we’re unlikely to be our best. Some teachers deserve more trust and require less scrutiny than others, but in order to satisfy the demands of equality we end up treating all teachers as equally untrustworthy. The more we trust teachers, the more autonomy they should be given. To pursue a system of fair inequality we must accept that autonomy must be earned. |
| education system in uganda: The Challenge of Universal Primary Education Great Britain. Department for International Development, 2001 The Department for International Development (DFID) is the British government department responsible for promoting development and the reduction of poverty in sites in developing and transition countries around the world. This paper focuses on the education dimension of poverty reduction, and specifically the attainment of the International Development Targets for education, which are to: achieve Universal Primary Education (UPE) by 2015; and demonstrate progress toward gender equality and the empowerment of women by eliminating gender disparity in primary and secondary education by 2005. Section 1 underlines the importance of education as a basic human right, a right which promotes other rights and responsibility that contribute to economic and social development. Section 2 defines the scale and geography of the challenge, noting that it is in sub-Saharan Africa that the size and complexity of the challenge is greatest. Section 3 posits the argument that the experiences of the past decade--positive and negative--point to a set of important lessons which should inform the work of governments and the wider international community, lessons that include the central role of government and the need for policies inclusive of all children. Section 4 identifies priorities and strategies for action, arguing that for targets to be achieved there must be sustained commitment by national governments to sound, long-term policies that recognize the strategic contribution of primary education to development. Section 5 outlines a broad, threefold strategy for DFID: (1) contributing to the development and coordination of international commitment, policies, and programs designed to achieve UPE and Education for All; (2) strong, well-targeted country programs that will provide strategic assistance to governments and societies committed to achieving UPE and gender equality; and (3) knowledge and research strategies and outcomes that will contribute to the ability of the international community to learn lessons, share experience, and monitor progress. Section 6 underscores the importance of developing capacity to monitor progress toward the targets, and for DFID to assess the effectiveness and efficiency of its contribution to achieving UPE and gender equality. (HTH) |
| education system in uganda: Making Education Inclusive Sharon Moonsamy, Elizabeth Walton, 2015-09-18 Exclusionary pressures and practices are pervasive in education, despite the clamour for more inclusive education. Even as classrooms worldwide become more diverse, education is unlikely to become inclusive without deliberate efforts to dismantle exclusion and enable inclusion. This book is a compilation of contributions to the conversation about what these efforts might entail. The conversation has its origins in the Making Education Inclusive Conference held in 2013, which brought together academics and practitioners from Southern Africa and other countries. Given the expectation that teachers should play a key role in promoting inclusion, it is not surprising to find significant interest in teacher education from many of the contributing authors. Their concerns range from explicit teacher development for pedagogical responsiveness to learner diversity, to overcoming the epistemological marginalisation that learners experience where teachers are not fully confident of their subject content and how to teach it. Access to education is clearly not enough, and other contributors to this book concern themselves with ways in which structures and systems could be reconstituted to enable meaningful inclusion. This might mean looking at how teachers might use tiered systems of behaviour support and various metacognitive strategies, how physical access can be promoted on a university campus, and understanding how parents think about disability. Each chapter represents a different perspective on what it might mean to resist educational exclusion in its many forms, and each offers possible ways to make education more inclusive. |
| education system in uganda: The National Integrated Early Childhood Development Policy of Uganda Uganda. Ministry of Gender, Labour, and Social Development, 2016 |
| education system in uganda: Decentralisation, School-Based Management, and Quality Joseph Zajda, David T. Gamage, 2009-08-21 This book, which is the eighth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in decentralisation, school-based management (SBM) and quality in education globally. This book, which focuses on decentralisation and SBM as a governance strategy in education, presents theoretical aspects of the phenomenon of decentralisation/privatisation and contextualises them within the education research literature. It provides an easily accessible, practical yet scholarly source of information concerning the dynamics of decentralisation and SBM that normally take place when reforms are instituted to decentralize authority and power. Above all, the authors offering the latest findings regarding major discourses in dec- tralisation, SBM and quality in educational systems in the global culture emphasise aspects of that dynamic interactive process (see also Geo-JaJa 2006a; Gamage and Sooksomchitra 2006, Zajda 2009). This dynamic interaction in the process that is implicit in the title of the book is reified by calls for restructuring of schools f- lowing the idea that schools are not promoting human rights, social cohesion and sustainable development. The chapters as a source book of ideas for researchers, practitioners and policy makers in decentralisation and SBM in education contr- ute to the educational literature while enhancing the understanding of the larger dynamics involved in educational reform. It offers a timely overview of current issues affecting decentralisation in education in the global culture. |
| education system in uganda: Benchmarking Higher Education System Performance ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT., Oecd, 2019-06-11 The scope of contemporary higher education is wide, and concerns about the performance of higher education systems are widespread. The number of young people with a higher education qualification is expected to surpass 300 million in OECD and G20 countries by 2030. Higher education systems are faced with challenges that include expanding access, containing costs, and ensuring the quality and relevance of provision. The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities. |
| education system in uganda: Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa Keiichi Ogawa, Mikiko Nishimura, 2015 Achieving Universal Primary Education (UPE) has received considerable attention since the early 1950s. The concept of universal education is, however, not well defined and is used to mean many different things to different people. This book contains a five-year research work conducted by a group of African and Japanese researchers who have developed an equal partnership and network to review the expansion of primary education, some policies prompting the free primary education intervention, and the challenges of implementation based on the case study of two districts in four countries, namely, Ghana, Kenya, Malawi, and Uganda. The first part discusses issues related to administrative, financial, and perceptive issues related to UPE policies in each country case, followed by the second part that focuses on quality of education and UPE policies. The book contains various lessons learnt and implications for future education policies in developing countries. Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa is a timely and insightful treatment of a serious issue buffeted by competing 'solutions.' Primary education is widely regarded as one of the highest impact investments in the economic and social development of a country. Yet some countries, particularly in sub-Saharan Africa, continue to have large numbers of children not in school. While the reasons for this vary, a central constraint on student enrollment is often cost. There is a robust debate as to the best way of lower those costs. Is it better to target scholarships, mandate universal free education, or pay parents to send their children to school. This book offers current data, thoughtful analysis, and meaningful options aimed at addressing these issues. It is an important contribution to the field. - David W. Chapman, Distinguished International Professor and Birkmaier Professor of Educational Leadership, University of Minnesota Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa carefully examines how seemingly similar policies to universalize primary education (UPE) in Anglophone sub-Saharan Africa, are differently perceived, formulated, implemented and evaluated in each country. Drawing on insights from a group of African and Japanese researchers, who worked in close collaboration for more than five years, this timely collection addresses issues related to the administration, finance and public perception of UPE, as well as quality education and education expansion. Its in-depth case studies and focused interviews with carefully selected district officials, school staff, parents and community members provide informative qualitative evidence. In particular the book highlights how policies promoting the abolition of school fees - a key reform to achieve UPE - responded to different local needs and resulted in different forms of implementation. As the international community moves to adopt a new education agenda post 2015, the essential lessons of this volume should be widely read by policy analysts and researchers alike. - Aaron Benavot, Director EFA Global Monitoring Report, UNESCO, Professor (on leave), University at Albany-State University of New York |
| education system in uganda: Educational Development in the Republic of Uganda Uganda Commission for UNESCO., 1975 |
| education system in uganda: Living Wages Around the World Richard Anker, Martha Anker, 2017-01-27 This manual describes a new methodology to measure a decent but basic standard of living in different countries and how much workers need to earn to afford this, making it possible for researchers to estimate comparable living wages around the world and determine gaps between living wages and prevailing wages, even in countries with limited secondary data. |
| education system in uganda: World Development Report 2018 World Bank Group, 2017-10-16 Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. |
| education system in uganda: Key Issues in Special Educational Needs and Inclusion Alan Hodkinson, Philip Vickerman, 2009-06-04 Recent legislation has meant that Special Educational Needs (SEN) and inclusion has become a major focus for students of Education Studies, and this book will develop their awareness of the field. Using case studies and reflection points, authors Alan Hodkinson and Philip Vickerman provide an introduction to Special Education Needs, presenting a critical perspective on the main ideological and political debates that have helped to shape its development. Combining critical exploration with an overview of future challenges, this timely text enables students to develop a basic knowledge and understanding of the field, leaving them better able to engage in meaningful and informed discussion on the issues surrounding it. |
| education system in uganda: Testing and Inclusive Schooling Bjorn Hamre, Anne Morin, Christian Ydesen, 2018-05-11 Testing and Inclusive Schooling provides a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion. With an examination of the international testing culture and the politics of inclusion currently permeating national school reforms, this book raises a critical and constructive discussion of these movements, which appear to support one another, yet simultaneously offer profound contradictions. With contributions from around the world, the book analyses the dilemma arising between reforms that urge schools to move towards a constantly higher academic level, and those who practice a politics of inclusion leading to a greater degree of student diversity. The book considers the types of problems that arise when reforms implemented at the international level are transformed into policies and practices, firmly placing global educational efforts into perspective by highlighting a range of different cases at both national and local levels. Testing and Inclusive Schooling sheds light on new possibilities for educational improvements in global and local contexts and is essential reading for academics, researchers and postgraduate students interested in international and comparative education, assessment technologies and practices, inclusion, educational psychology and educational policy. |
| education system in uganda: Challenges and Prospects in African Education Systems Soji Oni, 2013-11-14 Challenges and Prospects in African Education System: The general idea this book is trying to disseminate is to inform readers about the compelling challenges and prospects in African system of education. As we all know, when issues of Africa educational system is raised, the first set of thoughts that come to mind is decline in standard, deterioration of facilities, examination malpractices, cult crises or school-based violence, shortage of teachers, underqualified teachers, and poor teachers performance, which results in poor learning standards, lack of classroom discipline that is exacerbated by insufficient resources and inadequate infrastructure, failure of appropriate inspection and monitoring, and confusion caused by changing curricula without proper communication and training. All these have led to massive demoralization and disillusionment among teachers and a negative and worsening perception of African system of education. This, therefore, calls for in-depth analysis aimed at tutoring every stakeholder in education on how their action and inactions have individually and collectively contributed to the collapsing state of education in Africa. However, the prospect is that Africas recovery and sustainable development can only be guaranteed through expansion and sustenance of both quantitative and qualitativeof the continents stock of human capital through education. In order for education to realize its key role in development, it must be provided to the younger segments of African society as quickly as human and financial resources permit, with the ultimate goal of developing a comprehensive, meaningful and sustainable system of education at all levels and for all age groups. This is the message that this book puts across in the six knitted sections. |
| education system in uganda: Uganda Robert Barlas, 2000 Discusses the geography, history, government, economy, people, and culture of the African nation of Uganda. |
| education system in uganda: Guidebook to Education in the Commonwealth Commonwealth Secretariat, 2012 Guidebook showcasing successful, innovative education initiatives to help meet the MDGs and Education for All targets from around the Commonwealth, in a concise and easy-to-use format. Provides policy-makers with examples of solutions that will assist them in devising strategies to counter their own educational challenges. |
| education system in uganda: Scholars in the Marketplace. The Dilemmas of Neo-Liberal Reform at Makerere University, 1989-2005 Mahmood Mamdani, 2007-09-15 Scholars in the Marketplace is a case study of market-based reforms at Uganda's Makerere University. With the World Bank heralding neoliberal reform at Makerere as the model for the transformation of higher education in Africa, it has implications for the whole continent. At the global level, the Makerere case exemplifies the fate of public universities in a market-oriented and capital friendly era. The Makerere reform began in the 1990s and was based on the premise that higher education is more of a private than a public good. Instead of pitting the public against the private, and the state against the market, this book shifts the terms of the debate toward a third alternative than explores different relations between the two. The book distinguishes between privatisation and commercialisation, two processes that drove the Makerere reform. It argues that whereas privatisation (the entry of privately sponsored students) is compatible with a public university where priorities are publicly set, commercialisation (financial and administrative autonomy for each faculty to design a market-responsive curriculum) inevitably leads to a market determination of priorities in a public university. The book warns against commercialisation of public universities as the subversion of public institutions for private purposes. |
| education system in uganda: Humanitarian Work Psychology S. C Carr, M. MacLachlan, A. Furnham, 2012-04-11 Contextualizing Humanitarian work in history, justice, methods and professional ethics, this book articulates process skills for transformational partnerships between diverse organizations, motivating education, organisational learning and selecting the disaster workforce. |
| education system in uganda: Women Leading Education Across the Continents Helen C. Sobehart, 2009-01-16 Women Leading Education across the Continents is the first collection of research about and stories of women in basic and higher education leadership from every region of the globe. The chapters are authored by scholars representing every continent, including a keynote from the first all female team to traverse Antarctica. The book captures not only statistical data about the position of women in basic and higher education in over 17 countries, but relates compelling insights and stories about the challenges that women face in leadership, the limited access to education by young women, and some strategies for success that have fanned a flame to light the way for both women and men to follow toward equity and social justice. |
| education system in uganda: Oil Wealth and Development in Uganda and Beyond Arnim Langer, Ukoha Ukiwo, Pamela Mbabazi, 2020-01-07 Multidisciplinary perspectives to governance of oil in African countries Large quantities of oil were discovered in the Albertine Rift Valley in Western Uganda in 2006. The sound management of these oil resources and revenues is undoubtedly one of the key public policy challenges for Uganda as it is for other African countries with large oil and/or gas endowments. With oil expected to start flowing in 2021, the current book analyses how this East African country is preparing for the challenge of effectively, efficiently, and transparently managing its oil sector and resources. Adopting a multidisciplinary, comprehensive, and comparative approach, the book identifies a broad scope of issues that need to be addressed in order for Uganda to realise the full potential of its oil wealth for national economic transformation. Predominantly grounded in local scholarship and including chapters drawing on the experiences of Nigeria, Ghana, and Kenya, the book blazes a trail on governance of African oil in an era of emerging producers. Oil Wealth and Development in Uganda and Beyond will be of great interest to social scientists and economic and social policy makers in oil-producing countries. It is suitable for course adoption across such disciplines as International/Global Affairs, Political Economy, Geography, Environmental Studies, Economics, Energy Studies, Development, Politics, Peace, Security and African Studies. Contributors: Badru Bukenya (Makerere University), Moses Isabirye (Busitema University), Wilson Bahati Kazi (Uganda Revenue Authority), Corti Paul Lakuma (Economic Policy Research Centre), Joseph Mawejje (Economic Policy Research Centre), Pamela Mbabazi (Uganda National Planning Authority), Martin Muhangi (independent researcher), Roberts Muriisa (Mbarara University of Science and Technology), Chris Byaruhanga Musiime (independent researcher), Germano Mwabu (University of Nairobi), Jackson A. Mwakali (Makerere University), Tom Owang (Mbarara University of Science and Technology), Joseph Oloka-Onyango (Makerere University), Peter Quartey (University of Ghana), Peter Wandera (Transparency International Uganda), Kathleen Brophy (Transparency International Uganda), Jaqueline Nakaiza (independent researcher), Babra Beyeza (independent researcher), Jackson Byaruhanga (Bank of Uganda), Emmanuel Abbey (University of Ghana). |
| education system in uganda: Access, Quality, and the Global Learning Crisis Sarah Kabay, 2021-08-26 Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40% of all primary school-aged children. This situation has come to be called the global learning crisis and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the global learning crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. Through a mixed-methods case study, it provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in Sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. Embracing the complexity of education systems, and focusing on dynamics where improvements in access and quality can be mutually reinforcing, can be a new approach for improving basic education in different contexts around the world. |
| education system in uganda: The Praeger International Handbook of Special Education Michael L. Wehmeyer, James R. Patton, 2017-06-15 This handbook provides a concise overview of special education services in countries across the world, using the Article on Education in the United Nations Convention on the Rights of Persons with Disabilities as the analytical frame. The Praeger International Handbook of Special Education presents a concise and clear overview of special education services in more than 70 countries across the world using the Article on Education in the United Nations Convention on the Rights of Persons with disabilities as the analytical frame. Each chapter offers information about the country in general, followed by sections on the public education system, the private education system, the special education system, teacher training requirements, and barriers to and promising trends in inclusive and special education. The volumes and chapters are organized by the United Nations Geoscheme, with Volume 1 including an overview of the volumes and chapters on countries in the Americas, Volume 2 addressing countries from Europe and Africa, and Volume 3 focusing on countries in Asia and Oceania. This is the most complete exploration of the delivery of supports and services to children and youth with disabilities across the globe available. The volumes do not compare among or between countries, but rather provide a baseline for understanding current special education practices and their relationship with general education and inclusive practices across the globe. Readers will come away with an in-depth understanding of what is happening with regard to the implementation of special education services and Article 24 of the Convention for the Rights of People with Disabilities. This valuable reference set serves researchers, graduate students, and policymakers in special and general education as well as professionals focused on issues of education worldwide and scholars focused on international special education. As such, this handbook will be an important reference source for university libraries, professional associations, and policy entities. |
| education system in uganda: Making Meaning in English David Didau, 2021-02-09 What is English as a school subject for? What does knowledge look like in English and what should be taught? Making Meaning in English examines the broader purpose and reasons for teaching English and explores what knowledge looks like in a subject concerned with judgement, interpretation and value. David Didau argues that the content of English is best explored through distinct disciplinary lenses – metaphor, story, argument, pattern, grammar and context – and considers the knowledge that needs to be explicitly taught so students can recognise, transfer, build and extend their knowledge of English. He discusses the principles and tools we can use to make decisions about what to teach and offers a curriculum framework that draws these strands together to allow students to make sense of the knowledge they encounter. If students are going to enjoy English as a subject and do well in it, they not only need to be knowledgeable, but understand how to use their knowledge to create meaning. This insightful text offers a practical way for teachers to construct a curriculum in which the mastery of English can be planned, taught and assessed. |
| education system in uganda: Technical Education and Vocational Training in Developing Nations Okolie, Ugochukwu Chinonso, Yasin, Asfa M., 2017-01-31 Severe economic depression and the difficulty to acquire employment with adequate income have significant impact on a nation’s social welfare. The need to provide ample educational opportunities is more imperative than ever, particularly in emerging economies. Technical Education and Vocational Training in Developing Nations is a comprehensive reference source for the latest literature on optimizing the implementation of curriculum development and instructional design strategies for technical and vocational education. Featuring innovative coverage across a range of relevant topics, such as curriculum deficiency, teacher competencies, and accessible learning, this book is ideally designed for policy makers, academicians, researchers, advanced-level students, technology developers, and educators interested in the improvement of professional learning programs. |
| education system in uganda: The Burden of Educational Exclusion , 2010-01-01 This book is based on research carried out in Eastern and Southern Africa by scholars from Africa and the Netherlands who cooperated within the framework of the ESLA project. The contributions to this book reflect the exchanges and discussions which took place in this research group, initiated by staff of Mzumbe University in Tanzania, Uganda Martyrs University and the University of Groningen in the Netherlands. The group aims to go beyond figures and uncover the causes, effects and stories of the young people involved, as well as explore promising new strategies with which to address their needs. |
| education system in uganda: Science, Technology and Innovation in Uganda Sukhdeep Brar, Sara E. Farley, Robert Hawkins, Caroline S Wagner, 2010-12-08 Science, Technology and Innovation in Uganda is part of the World Bank Studies series. These papers are published to communicate the results of the Bank s ongoing research and to stimulate public discussion. This study presents a unique methodology to view science, technology and innovation (STI) in developing countries. The study provides a set of cases studies drawn from a diverse range of experiences across the Ugandan private sector and offers concrete policy recommendations on how to support broader development of STI in Uganda. The study finds that of all the STI challenges facing firms, universities, and public research organizations in Uganda, the barriers to collaboration and communication are the most urgent in terms of STI priorities to address in the coming years. |
Education.com | #1 Educational Site for Pre-K to 8th Grade
Education.com has multiple resources organized for any learning tool you might need as a teacher, parent, and student, and I love the ability to be able to sort by grade, subject, …
Worksheets - Education.com
Boost learning with our free printable worksheets for kids! Explore educational resources covering PreK-8th grade subjects like math, English, science, and more.
Math Resources - Education.com
Over 10,000 math worksheets, games, lesson plans, and other resources from the web’s biggest learning library. Addition. Fractions. Division. And much more!
Worksheets, Educational Games, Printables, and Activities
The Learning Library provides a myriad of refreshing educational resources that will keep educators and students excited about learning. Hundreds of professionally-designed lesson …
Educational Games | Education.com
Discover engaging educational games designed for K-8 learners. Make learning fun with our diverse collection of math, reading, and other subject-specific games. Start playing for free today!
Brainzy | Education.com
Brainzy offers educational games for kids to enhance their learning experience.
Kindergarten Worksheets | Education.com
Get free kindergarten worksheets to help your child master key skills like the alphabet, basic sight words, and basic addition. Download and print in seconds.
1st Grade Worksheets - Education.com
Access hundreds of free, printable 1st grade worksheets covering core subjects like math, reading, and writing. Perfect for teachers, parents, and homeschoolers!
Interactive Worksheets - Education.com
Browse Interactive Worksheets. Award winning educational materials designed to help kids succeed. Start for free now!
Stop the Clock! Time to 5 Minutes Game - Education.com
Stop the clock when the hands match the time you hear. In this crazy clock game, students will practice telling time to the nearest five minutes.
Table of Contents - Ministry of Education And Sports
Uganda’s education system has been slow in bringing about the critical technical and vocational arm of education because it takes a complete paradigm shift from the current skewed theory …
Strengthening Education Management Information Systems …
Uganda from late 2019 to early 2020. The studies examine existing EMIS and recurring challenges ... as a subsystem of an education system aimed at collecting, storing, processing, …
The “Africanized” Competency-Based Curriculum: The …
main criticism was on the Education system, which was blamed for low attainment of necessary skills by school graduates. The has seen commendable progress in the Europe educational …
in Uganda - ed
education and social studies, persons engaged in programs for educational assistance in Africa, and others, have reflected a demand for basic information on the educational systems of that …
The Education System in Karamoja - Karamoja Resilience …
Education is a basic human right as well as a means of reducing poverty; yet Uganda's education sector faces many challenges, including high levels of teacher and student absenteeism, weak …
School Practice Supervision and Performance of Student …
the education system in Uganda, (Komakech, 2017; Ministry of Education and Sports, 2011). In Uganda, the Education sector is regulated by the Ministry of Education and Sports (MoES). …
5. Technical efficiency in Uganda’s primary education …
Technical efficiency in Uganda’s primary education system: Panel data evidence The inefficiencies can also be attributed to the rapid implementation of the UPE program, which, in …
ANALYSIS OF UGANDA’S 1992 GOVERNMENT WHITE PAPER …
Uganda, including the Right to Education. CONTEXT This analysis of the 1992 Government White Paper on Education has been conducted in response to Uganda’s Education Policy Review …
IMPLEMENTATION COMPLETION AND RESULTS REPORT
Uganda Teacher and School Effectiveness Project (UTSEP) would be an early education complement to other projects in the Government’s ank-financed portfolio, including the …
KENYA, TANZANIA, AND UGANDA EDUCATION PROFILE
Kenya Tanzania Uganda % % Primary school gross enrollment rate Lower secondary school gross enrollment rate 2003 2009 Data source: UNESCO Institute for Statistics (UIS) 0 20 60 …
Status of Implementation of SDG 4 on Education : Is Uganda …
provides a brief historical and conceptual overview of Uganda’s education system, focusing on the introduction of Universal Primary Education (UPE) and Universal Secondary Education (USE), …
An analysis of Uganda’s vocational education: Assessing …
education that is strongly rooted in the human capital approach. This study is an attempt to suggest the human development approach to vocational education by examining vocational …
Ministry of Education and Sports
education system industry and vendors, ICT experts, instructional designers, 5 | P a g e and those with responsibility for developing digital capability, instructional designers, administrators, …
Education Systems in Eastern Africa: Creating Life-Long …
of the education system. The quality of graduates exiting from post-secondary programs depends to a large degree on the type and quality of education they receive at lower levels. If primary …
THE ACHIEVEMENT OF PRIMARY SCHOOL LEARNERS AND …
NAPE Report 1 The Executive Secretary Uganda National Examinations Board P.O. Box 7066, KAMPALA-UGANDA: +256 414 286635/6/7 | +256 414 286173: uneb@uneb.ac.ug | …
The Valorisation of African Languages and Policies in the …
slowly as children progress through the education system. This implies that the quality of learning remains low throughout primary school system. [15, 35] According to the UWEZO report …
Increasing Public Awareness on TVET Roles as A Government …
Uganda’s education system has lost a point in this area that is why the government of Uganda through Ministry of Education and Sports (MoES) initi-ated the reform of lower curriculum …
DUCATION SECTOR LAWS, POLICIES, INVESTMENT PLANS, …
6. Gender in Education Policy September, 2010 6 years b) Enhance equal participation for all in the education system; c) Promote the provision of relevant knowledge and skills equally to …
Learning Outcomes: the measure of progress for Uganda’s …
Uganda’s education system should focus on preparing young people for the world of work and as global citizens who will help build Uganda as a modern and prosperous country. Getting good …
Uganda Post-primary Education Sector Report - World Bank
Education Funding Agency Group in Uganda. The Norwegian Education Trust Fund supported it fi-nancially. We hope the study will contribute to the national consultative process that is …
The Education Response Plan (ERP) Secretariat for Refugees …
The ERP aims to strengthen access, quality and the education system’s capacity to respond to the refugee education crisis. With a dual focus on response and system strengthening, the …
A HARMONIZED FRAMEWORK FOR INITIAL TEACHER …
iv A HARMONIED FRAMEOR FOR INITIA TEACHER TRAINING IN UGANDA MESSAGE FROM THE MINISTER OF EDUCATION, SCIENCE, TECHNOLOGY & SPORTS Government of …
into the Ugandan Education System: Enhancing Academic
education system that actualizes the forging of an understanding of the nature, significance, and power of the required knowledge in dealing with the development issues at hand. Ensuring …
Secondary Education in Uganda: Resource Mobilization and …
different options for educational progress within Uganda's education system (Uganda National Commission for UNESCO, 2010). The secondary cycle of education in Uganda lasts for six …
INDEPENDENT ASSESSMENT (APPRAISAL) REPORT ON THE …
The Education Act 2008 is the main legal framework for the education sector in Uganda (with the exception of higher education) and set the foundations of the current education system. The …
Access to education for children with disabilities in Uganda ...
Keywords: Sub-Saharan Africa, Disability, Education for all, inequality The overall goal of the education sector in Uganda is to achieve universal education by 2015. Although access to …
NATIONAL SYMPOSIUM ON UGANDA’S EXAMINATIONS
Integrating Assessment of 21st Century Skills in Uganda’s Education System 14 3.2.4. Using Learning Outcomes Data to Drive Change 15 3.3 Keynote Concluding Remarks on: …
The Challenge of Inequality in University Education:
Uganda’s education system has gone through several transformations as a result of different education review commissions namely; the Castle Report of 1963; the Kajubi Report of 1989 …
National Planning Authority – Planning for Development
%PDF-1.4 %âãÏÓ 1064 0 obj > endobj xref 1064 50 0000000016 00000 n 0000003293 00000 n 0000003475 00000 n 0000004013 00000 n 0000004396 00000 n 0000004716 00000 n …
Language in Education in Uganda: The policy, the actors and …
Uganda and explore how the language resources are used for education. This is partly done in this paper. For this publication the language in education policy referred to is the one in the …
Part 6: How we inspect? - Ministry of Education And Sports
† education specialists working in international and non-governmental organisations. The aim of this wider circulation is to increase transparency in inspection, improve partnerships among …
Institutional Dynamics of Education Reforms and Quality …
The Government of Uganda/Ministry of Education (GoU/MoES) undertook a series of education reforms meant to improve the quality of basic education, which include large-scale changes in …
Inclusive Education in Uganda - Community Based …
Dec 2, 2017 · Inclusive Education in Uganda – examples of best practice Enable-Ed and USDC March 2017 8 Executive summary There is a lack of research into what works in Inclusive …
Colonial Policy and Education in British East Africa, 1900 …
Jan 29, 2017 · Uganda and the East African Protectorate during Foreign Office control, may have been aware of the educational needs between 1900 and 1904. In their recommendations, …
Analysis of the Implementation of Competency-Based …
world, including Uganda, with the aim of improving the quality of education and preparing students for the demands of the 21st century. In Uganda, the introduction of CBC in the education …
Overcoming the Challenges of Education in Uganda - UNICEF
02 High rates of exclusion of learners from the education system ... establishing a pooled fund for education in Uganda to address specific challenges related to quality education, equity and …
COMPREHENSIVE EVALUATION OF THE UNIVERSAL PRIMARY …
Millennium Development Goal (MDG) 2 of achieving Universal Primary education, Education Act 2008, Sustainable Development Goal (SDG) 4, NDPs and Uganda Vision 2040. Empirical …
Strengthening Education Management Information Systems …
system and (iii) education response plans for refugees and host communities. 2. Eighteen individual interviews were conducted during the six-week mission including with: ... education …
EDUCATION PARTNERSHIP COMPACT FOR UGANDA
Education Partnership Compact: Transforming the Education System in Uganda 1 Quality Foundation for Learning 1.0 INTRODUCTION Government of Uganda in unification with its …
Youth Unemployment In Uganda: A Worsening Plight
Youth participation in Skilling Uganda: In 2011 the Government of Uganda drew up a Business, Technical and Vocational Education and Training (BTVET) Strategic Plan 2011–2020, which …
into the Ugandan Education System: Enhancing Academic …
Keywords: Sustainable Development Goals (SDGs), Education system, Uganda, Academic performance and Future success INTRODUCTION The significance of SDGs in education …
EFFECTS OF PUBLIC PRIVATE PARTNERSHIPS ON EDUCATION
the efficiency in the provision of education services generally.For instance, evidence shows that despite government financial commitment to PPPs in past, there remain gaps in secondary …
Ministry of Education and Sports Education Response Plan …
THE REPUBLIC OF UGANDA MINISTRY OF EDUCATION AND SPORTS SECOND EDUCATION RESPONSE PLAN FOR REFUGEES AND HOST COMMUNITIES IN UGANDA …
TVET COUNTRY PROFILE UGANDA - Aspyee
The major funding of the TVET system in Uganda is derived from government budget to the education system and training fees paid by private households. The informal sector is largely …
in PDF format one folder - Ministry of Education And Sports
Technical Education(DITTE) certified by the awarding Institution (where applicable) v. Scanned original Degree Certificate and Transcript in any technical/vocational ... Teachers who …
FINN CHURCH AID - UGANDA - Daily Monitor
Oct 25, 2023 · The Government of Uganda through Ministry of Education and Sports (MoES) established the Department of Guidance and Counselling in 2008, to provide strategic and …
Title: Universal Primary Education and the Uganda’s Economy
Universal Primary Education and the Uganda’s Economy 4 teacher’s welfare demands like salary increments and the provision of standard classroom facilities (Agaba, 2014; Mwesigwa, 2015). …
THE UGANDAN EXPERIENCE OF UNIVERSAL PRIMARY …
1.2 Education System 1.3 Summary of Education Statistics 1.4 Key Challenges to the education system over the past 10 years ... UNIVERSAL PRIMARY EDUCATION (UPE) Uganda is a …
The Quality Assurance Framework for Initial Teacher …
1.1.1 Primary teacher education in Uganda 3 1.2.2 Secondary teacher education in Uganda 4 1.3. Quality assurance in Education 5 1.4 Situational Analysis of Quality Assurance in Uganda’s …
ENTREPRENEURSHIP EDUCATION IN UGANDA - UNIDO
UGANDA’S EDUCATION SYSTEM The existing structure of the education system in Uganda has been in force since the early 1960s. The Ugandan Education system follows a fairly similar …
