Relevant bibliographies by topics / Education, Primary – Uganda

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  1. Dissertations / Theses

Academic literature on the topic 'Education, Primary – Uganda'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Dissertations / Theses on the topic "Education, Primary – Uganda"

1

Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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2

Abu-Baker, Mutaaya Sirajee. "Decentralization and quality assurance in the Ugandan primary education sector." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/57390.

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The study presented in this thesis is a case study analysis of decentralization and quality assurance in a decentralized set up of the Ugandan Primary Schooling. The research looked at how the monitoring and evaluation informed the policy formulation process to regulate quality assurance in a decentralized governance of primary education. The Study was positioned in the critical realist paradigm, interpretive in orientation and used both coding and thematic techniques to understand the teachers’, SMC members’, and officers’ (at district and ministry levels) experiences and perceptions of quali
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3

Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.

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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including
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4

Wright, Timothy Gregory Arthur. "Education and conflict : border schools in western Uganda." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1164/.

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The thesis considers how the delivery of primary education might be maintained in developing countries during armed conflict. The study is located in western Uganda, a region with a history of iterative conflict. The most recent armed conflict, and the focus of the research, was that perpetrated by the ADF, a mixture of guerrilla warfare and terrorism. The research is conceptualised as an interpretive case study of the delivery of primary education in formal settings affected by iterative armed conflict. Data were collected by observation, documentation and through semi-structured interviews h
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5

Sikoyo, Leah Namarome. "Primary teachers' recontextualization of a curriculum innovation in Uganda." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8219.

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Includes bibliographical references (p. 280-295).<br>This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws
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6

Nakabugo, Mary Goretti. "Closing the gap : continuous assessment in primary education in Uganda." Doctoral thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/8010.

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Bibliography: p. 177-192.<br>The thesis investigates aspects of the implementation of the policy of continuous assessment since its introduction in 1998, with a view to analysing how teachers have perceived and used it. It poses questions about how teachers accustomed to the old system of assessment use the new continuous assessment, their understanding of continuous assessment, and what facilitates or hampers their adopting practices that exploit the advantages of formative assessment.
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7

Oates, Lauryn. "ICT, multilingual primary education and classroom pedagogy in Northern Uganda." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43120.

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The goal of achieving Universal Primary Education (UPE) has found resonance throughout Africa as governments embark on ambitious development agendas, and in Uganda specifically. Yet, arguably the fundamental prerequisite for attaining quality UPE, literacy, has had limited success: one in three Ugandans cannot read or write in any language. Illiteracy is especially acute in post-conflict Gulu, in the north, illustrative of how closely intertwined human security is to the ability to offer relevant, culturally appropriate and high quality education. Some argue that the poor progress on raising l
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8

Wahitu, Fred Higenyi. "School-based accountability and management of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.

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Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructi
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9

Muwanga, Nansozi K. "The politics of primary education in Uganda, parent participation and national reforms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53852.pdf.

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10

Kirunda, Rebecca Florence. "Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for school
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