2015
DOI: 10.1080/18146627.2015.1036564
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A Call to Learning Focus in East Africa: Uwezo's Measurement of Learning in Kenya, Tanzania and Uganda

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Cited by 18 publications
(13 citation statements)
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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%
“…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%
“…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%
“…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%