株式会社極東書店トップ ＞ 商品一覧 ＞ Improving Learning in Uganda. Volume II : Problematic Curriculum Areas and Teacher Effectiveness: Insights from National Assessments.
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Improving Learning in Uganda. Volume II : Problematic Curriculum Areas and Teacher Effectiveness: Insights from National Assessments. ウガンダの学習の改善 第2巻：問題のあるカリキュラム・エリアと教師の効率
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| 著者・編者 | Najjumba, Innocent Mulindwa / Marshall, J. H., |
|---|---|
| シリーズ | A World Bank Study |
| 出版社 | (World Bank, US) |
| 出版年月 | 2013 |
| ページ数 | 168 pp. |
| 言語 | ENG |
| ニュース番号 | ＜603-2281 603-2810＞ |
解説
The Uganda school system has expanded over the years resulting from mass education reforms at the primary - since 1997, and the lower secondary level - since 2007. This has enabled provision of key inputs to schools by Government which include tuition, trained teachers, school infrastructure, and learning materials. The curriculum for the primary level was also reviewed. However, completion rates and learning outcomes are still low which points to inefficiency and low quality of education provided. Current discourse on education is focused on the need to improve efficiency and quality of education. This study is therefore, an attempt to provide a comprehensive analysis of learning outcomes and teacher effectiveness, drawing from the nationally owned and multi-year assessment data sets for Uganda between 2006-2011.
This book provides some answers to questions like: What are the performance levels of learners over the years? What are the curriculum areas that learners find most difficult as measured by their performance and have these been the same over the years? What determines learners' performance? What is the content knowledge level of the teachers? What are the teacher characteristics that determine learners' performance? How effective are the teachers? Guidance on next steps is also provided.
This book provides some answers to questions like: What are the performance levels of learners over the years? What are the curriculum areas that learners find most difficult as measured by their performance and have these been the same over the years? What determines learners' performance? What is the content knowledge level of the teachers? What are the teacher characteristics that determine learners' performance? How effective are the teachers? Guidance on next steps is also provided.