A Call to Learning Focus in East Africa: Uwezo's Measurement of Learning in Kenya, Tanzania and Uganda

Mugo, John Kabutha; Ruto, Sara Jerop; Nakabugo, Mary Goretti; Mgalla, Zaida

doi:10.1080/18146627.2015.1036564

Cited by 18 publications

(13 citation statements)

References 9 publications

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“…Another target far from fulfilment is ensuring that "all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes" (SDG 4.1). Serious challenges remain to universal primary enrollment (Ampiah and Adu-Yeboah 2011) and completion, 5 as well as the adequacy of learning outcomes (Mugo et al 2015).…”

Section: Whose Agendas?mentioning

confidence: 99%

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mitchell

Rose

Asare

2020

Comparative Education Review

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This article combines large-scale bibliometric analysis of publications on education by researchers based in sub-Saharan Africa with researchers' accounts of their priorities and practice. Patterns in the thematic foci of the research from 48 countries in the region are considered from the perspective of international policy statements (the Education Sustainable Development Goal and the African Union's Agenda 2063), alongside analysis of funding, coauthorship, and citations. We find a large number of publications by these scholars in reputable journals that merit greater scholarly engagement. Furthermore, evidence presented in this article challenges claims about the dominance of Northern research agendas in sub-Saharan Africa.The authors gratefully acknowledge funding by Education Sub-Saharan Africa (ESSA) and the Jacobs Foundation; the research participants who generously gave their time; Rui da Silva for his work cataloging Portuguese language research; and the anonymous peer reviewers and others who provided valuable feedback on this article, including participants at CIES 2018, BAICE 2018, and colleagues at the REAL Centre,

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Section: Whose Agendas?mentioning

confidence: 99%

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mitchell

Rose

Asare

2020

Comparative Education Review

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“…Although there has been a marked increase in mobile phone and device ownership across Africa as well as increased coverage by mobile networks, faster speeds, and lower comparative costs, the literature reveals that resourcing barriers remain a significant issue for higher education students and staff both onand off-campus. Limited bandwidth, weak local networks, and even electricity outages prevent students and staff in poorer countries from accessing mobile learning consistently even on campus (Ghasia et al, 2018;Gupta, Marsden, Oluka, Sharma, & Lucas, 2017;Lwoga, 2012;Mugo, Ruto, Nakabugo, & Mgalla, 2015;Oyelere, Paliktzoglou, & Suhonen, 2016;Sanga, Magesa, Chingonikaya, & Kayunze, 2013;Tarus, Gichoya, & Muumbo, 2015;Zozie & Chawinga, 2018). This situation is far worse for students in rural and remote areas with extremely patchy connectivity, limited bandwidth, and poor electricity supply for recharging devices.…”

Section: Resourcing Barriersmentioning

confidence: 99%

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

Kaliisa

Picard

2019

AJET

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This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.

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“…In contrast, Lassibille and Tan (2001) Uwezo Tanzania 2013). In Uganda, 33% of Grade 3 children in private schools are able to read a story at a Grade 2 level, compared to 12% of Grade 3 children in government schools (Uwezo 2014b), and similar gaps are visible across a range of ages and grades (Mugo, Ruto, Nakabugo, & Mgalla, 2015). Even so, in absolute terms, learning outcomes are disappointing: overall, 45% of Ugandan pupils in Grades 3 to 7 who were in private schools were unable to read a text designed for Grade 2 classes (Uwezo, 2014b).…”

Section: Prior Evidence On Private Schools Learning and Equitymentioning

confidence: 99%

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa

Alcott

Rose

2016

Oxford Review of Education

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In many low-and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children's household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children's learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.

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A Call to Learning Focus in East Africa: Uwezo's Measurement of Learning in Kenya, Tanzania and Uganda

Cited by 18 publications

References 9 publications

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa

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