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Improving Learning In Uganda, Volume 2 : Problematic Curriculum Areas and Teacher Effectiveness: Insights from National Assessments.
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 le...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington :
World Bank Publications,
2013.
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| Colección: | World Bank studies.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Contents; Acknowledgments; Abbreviations and Acronyms; Executive Summary; Analytical Framework; Main Findings; Suggestions for Next Steps; Chapter 1 Introduction and Methodology; Introduction; School Curriculum in Uganda; Background to This Work; Rationale and Objectives of This Report; Methodology; Tables; Table 1.1: Summary of the NAPE Sample Sizes, 2006-10; Figures; Figure 1.1: Knowledge Components of Effective Teaching; Report Outline; Notes; Chapter 2 Learning Outcomes and Problematic Curriculum Areas; Overall Achievement Levels in Numeracy and Literacy.
- Student Achievement Levels in LiteracyFigure 2.1: Summary of P3 English Literacy, Overall Percentage Correct, Uganda, 2009/10; Figure 2.2: Summary of P3 Average Literacy Scores by Level, Uganda, 2009/10; Figure 2.3: Summary of P6 English Literacy, Overall Percent Correct, Uganda, 2009/10; Figure 2.4: Summary of P6 Average Literacy Scores, Uganda, 2009/10; Figure 2.5: Summary of S2 English Literacy, Overall and Within Common Content Areas, Uganda, 2008-10; Figure 2.6: Summary of S2 English Literacy by Proficiency Levels, Uganda, 2008-10.
- Figure 2.7: Female-Male Difference in Overall English Literacy by Grade, Uganda, 2010Figure 2.8: Female Difference in Overall English Literacy by Grade, Uganda, 2006-09; Figure 2.9: Urban-Rural Difference in Overall English Literacy by Grade, Uganda, 2010; Figure 2.10: Urban-Rural Difference in Overall English Literacy, Uganda, 2006-08; Figure 2.11: Government-Private School Difference in Overall English Literacy, Uganda, 2010; Importance of and Overall Achievement in Numeracy; Figure 2.12: Government-Private School Difference in Overall English Literacy, Uganda, 2006-09.
- Figure 2.13: Summary of Numeracy, Overall Percent Correct in P3, P6, and S2, Uganda, 2006-10Figure 2.14: Summary of Overall Numeracy Proficiency Levels, Uganda, 2006-10; Figure 2.15: Female-Male Difference in Numeracy by Grade, Uganda, 2010; Figure 2.16: Female-Male Difference in Numeracy by Grade, Uganda, 2006-09; Figure 2.17: Urban-Rural Difference in Overall Numeracy by Grade, Uganda, 2010; Overall Achievement Levels in Biology; Figure 2.18: Urban-Rural Difference in Overall Numeracy by Grade, Uganda, 2006-09.
- Figure 2.19: Government-Private School Difference in Numeracy by Grade, Uganda, 2010Figure 2.20: Government-Private School Difference in Numeracy by Grade, Uganda, 2006-09; Figure 2.21: Overall Achievement Levels in Biology at S2, Uganda, 2008-10; Figure 2.22: Overall Proficiency Levels in Biology at S2, Uganda, 2008-10; Figure 2.23: Summary of S2 Biology Achievement by Gender, Uganda, 2008-10; Summary of Assessment Results; Figure 2.24: Summary of S2 Biology Overall Achievement Levels, Uganda, 2008-10; Problematic Curriculum Areas.