Management and motivation in Ugandan primary schools: an impact evaluation report

Among the various challenges that the Ugandan government is facing to improve educational outcomes and achieve Universal Primary Education (UPE) in the country, is the necessity to improve the “quality of education”. Service delivery in education in Uganda has been proven to suffer, in great part, from the “weakness of accountability mechanisms between school administrators, teachers and the communities”. In order to assist national decision-makers in solving these issues, a team of local researchers set out to test and assess the effectiveness of two types of community-based monitoring interventions in improving general educational outcomes, using methods of randomized controlled trials (RCTs) on a sample of 100 rural public primary schools in the country. This paper presents the main findings from this experimental impact evaluation project.


Subject(s):
Issue Date:
2012-12
Publication Type:
Working or Discussion Paper
PURL Identifier:
http://purl.umn.edu/164412
Total Pages:
42
JEL Codes:
I21, I25, I28, I29
Series Statement:
PIERI
1357671419




 Record created 2017-04-01, last modified 2017-08-27

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