Education Inputs in Uganda: An Analysis of Factors Influencing Learning Achievement in Grade Six (World Bank Working Papers)

World Bank Working Papers are published to communicate the results of the Bank's work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally-edited texts. Some sources cited in this paper may be informal documents that are not readily available.The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the International Bank for Reconstruction and Development/The World Bank and its affiliated organizations, or those of the Executive Directors of The World Bank or the governments they represent. This study on effective use of school inputs in Uganda is intended to contribute to the policy debate on how to make the best use of available resources to improve learning outcomes. It comes at an opportune time in Uganda when there are increasing demands on the education budget, yet it is unlikely that substantial increases in the sector budget envelope will be provided given other competing national priorities, as well as the need for additional resources to finance post primary education and training. This report emphasizes: the need for a balanced focus on resource availability and use, because without appropriate use or management, resources may not lead to improved learning; helping teachers to effectively teach large classes; and the importance of investing more in in-service training focused on pedagogical practices than on training teachers to acquire academic qualifications. The study also points to the need to examine and include teacher effectiveness as key criteria for determining teacher remuneration. With regard to automatic promotion, this study, and indeed the general literature suggest that repetition tends not to work within the same context and the same teaching styles. The findings of this study clearly demonstrate the need to focus on school and classroom processes and better use of education resources focused on improvement of learning This Report Is Prompted By The Need For Improved Effectiveness In The Use Of Education Resources In Uganda. Results Point To Some Critical Areas Where Improvements Can Be Made In Order To Improve Pupil Performance Possibly With Fewer Resources. This Analysis Is Particularly Focused On Changes Which Can Be Made By The Uganda Ministry Of Education And Sports To Improve Efficiency In The Use Of Resources. This Study Provides Some Evidence That School Inputs Alone Explain A Small Proportion Of The Variation In Pupil Performance. Educational Processes, Such As The Way Schools Are Managed, The Mode And Level Of Classroom Interaction, Teaching Strategies, And Better Use Of School Inputs, May Be More Strongly Related To Pupil Performance.--book Jacket. Harriet Nannyonjo. Includes Bibliographical References (p. 77-89). "This report is prompted by the need for improved effectiveness in the use of education resources in Uganda. Results point to some critical areas where improvements can be made in order to improve pupil performance possibly with fewer resources. This analysis is particularly focused on changes which can be made by the Uganda Ministry of Education and Sports to improve efficiency in the use of resources. This study provides some evidence that school inputs alone explain a small proportion of the variation in pupil performance. Educational processes, such as the way schools are managed, the mode and level of classroom interaction, teaching strategies, and better use of school inputs, may be more strongly related to pupil performance."--Résumé de l'éditeur 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.