Final presentation Research Master Human Geography and Planning (International Development) Utrecht University.

1. Research questions, methodological
approach and main findings
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Final presentation

2.  Introduction
 Research questions
 Methodology
 Main findings
 Conclusion
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3. An examination of the
constructs of implementation
process of the Thematic
Curriculum in Uganda and
an analysis of the factors that
support or hinder the teachers’
and students’ capabilities in
rural public primary schools by
using a School Development
Index
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4. An examination of the
constructs of implementation
process of the Thematic
Curriculum in Uganda and
an analysis of the factors that
support or hinder the teachers’
and students’ capabilities in
rural public primary schools by
using a School Development
Index
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5.  Millennium Development Goals
 Introduction of Free Primary Education in Uganda in 1997
 enrolment more than doubled
 quality of education under pressure
 In general, rural education is worse off than urban education
 quality is lower and additional barriers hinder teaching and learning
 analyse these barriers beyond standard quality indicators
 Traditional indicators of quality of education [inputs and outcomes] do
not take the context [rural] into account
 Capability Approach to Education
 School Development Index [SDI]
 Introduction new primary curriculum in Uganda in 2007 aims at
increasing quality of education
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7. The aim:
This research aims at determining the success of the introduction of the Thematic Curriculum
in Uganda as a quality improvement intervention. The level of success will be established on
the basis of utilising a Capability Approach School Development Index beyond the standard
education quality indicators in rural government primary schools.
Research questions:
1. Which preconditions [outside support, innovative capacity and practices] for successful
implementation of the curriculum are (not) met in Uganda and to what extent does that
hinder or support improvement of the quality of education?
2. To what extent do the education quality indicators represent the needs and the required
capabilities of government primary school teachers and students in rural areas?
3. Which other barriers exist in rural areas that obstruct teachers’ and students’ capabilities?
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8. 1. Desk research
2. In-depth semi-structured interviews
3. Group discussion and observation reports
3 months in Uganda; 10-day fieldwork in Namasale Sub-
County (4 out of 10 government primary schools)
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Interviews 35
 Ministry of Education and Sports and affiliated 9
 NGOs and other development partners 13
 District officials Amolatar District 5
 Head teachers in Primary schools in Namasale 4
 Community Namasale 4
Group discussions (head-)teachers & students 5
Observation reports in schools and community 8

9.  Additional secondary data:
◦ DevEd participatory assessment in July 2012.
 3 primary schools
 434 respondents
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Respondents per Gender M=291 F=143 434
Head teachers in Primary schools in Namasale 8 0 8
Teachers in Primary schools 23 10 33
Pupils/learners of primary 6 and 7 130 85 215
Community 128 45 173
District officials 6 3 9

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 Constructs of implementation and quality of
education
• Profile of implementation good in theory, bad in practice:
– Coverage of learning areas > focus on literacy, numeracy & life skills
– Language of instruction > PROBLEM!
– Classroom interactions > still a lot of rote teaching
– Assessment practices > Continuous assessment misunderstood & exam-oriented
teaching
• Capacity factors:
– Physical resources > lacking and in bad condition
– School ethos and management > SMCs, but still in development
– Teacher factors > low motivation, underpaid, little training
– Student factors > low motivation, little parental support, NO FOOD!
• Support from outside agencies:
– Teacher professional development > little to none. CCTs not able to provide in-
service training.
– Provision of physical resources > Problem!! Buildings are in bad condition and
learning materials absent.
– Monitoring > monitoring and inspection is failing

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 Constructs of implementation and quality of
education
Input indicators:
- Teacher’s capacity: little training, low motivation,
not enough resources
Ratio 1999 2009/10/11
Enrolment 3.1 million [1996]
6.3 million [1999]
8.1 million
Drop out 61.8% 68.2%
PTR Uganda 57:1 49:1
PTR Northern R. - 90:1
Survival to P5 57% 57%
Survival to P7 38% 32%

13.  Constructs of implementation and quality of
education
 Outcome indicators
 % proficiency in:
◦ Literacy [English]
◦ Numeracy
◦ Oral reading
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14.  Literacy [English]
 Oral reading
 Numeracy
 Uganda
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0
10
20
30
40
50
60
70
2007 2008 2009 2010 2011
P3 boys
P3 girls
P3 all
P6 boys
P6 girls
0
10
20
30
40
50
60
70
80
2007 2008 2009 2010 2011
P3 boys
P3 girls
P3 all
P6 boys
P6 girls
P6 all
0
10
20
30
40
50
2003 2007 2011
P3 boys
P3 girls
P3 all

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 Education quality indicators and capabilities
in rural areas
 Amolatar District:
*official numbers can differ from actual situation
*note difference between NAPE and Uwezo
Enrolment
2011
P1 P2 P3 P4 P5 P6 P7 Total
Male 3,618 2,676 2,897 3,260 3,145 2,659 1,551 19,806
Female 3,430 2,866 2,985 3,448 3,377 2,565 1,039 19,710
Average drop-out rate 59%
Boys' drop-out rate 53%
Girls' drop-out rate 68%
Uwezo Report 2011 Amolatar District Uganda
Competence in English 15.0% 34.3%
Competence in Maths 41.8% 51.1%
Competence in Both 10.2% 27.7%
NAPE test 2011 Amolatar Uganda
P3 numeracy 47% 63%
P3 literacy in English 26% 47.9%
P3 oral reading 15% 46.2%
P6 numeracy 11% 41.3%
P6 literacy 12% 45.6%
Namasale Amolatar Uganda
PTR 66:1 62.5:1 49:1

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 Education quality indicators and capabilities
in rural areas
 Adapted from Tao 2010
Capabilities
1. Basic survival capabilities
2. Mental well-being, bodily integrity, social networks,
respect and recognition, voice, freedom to act and freedom
to aspire
3. Having a well-managed school with adequate resources
4. Teacher capability to manage a class
5. Teacher capability of accessing in-service training
6. Teach capability of being adequately remunerated
7. Student capability of parental support
8. Student capability of accessing appropriate pedagogies

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Teachers’ capabilities
Students’ capabilities
Teachers’ and students’ capabilities

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 Additional barriers in rural areas
◦ Additional barriers
 poverty,
 commuting distances,
 poor living conditions,
 gender bias
 poor educational facilities
◦ Decentralized education system
 provision of learning materials,
 teachers’ salary,
 the construction of classrooms and sanitation facilities,
 the accessibility of in-service teacher training
 Insufficient inspection/monitoring  corruption
◦ Limited support by parents.

22.  Preconditions for successful implementation of
the Thematic Curriculum are not sufficiently
present in Uganda.
 The inputs and outcomes show that the quality of
education in Uganda is low.
 The SDI shows that the indicators fundamental to
the low quality of education are inadequately
taken into account and are insufficiently provided
for.
 Several additional barriers that hinder the
educational performance in the rural area of
Namasale are understood.
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