Relevant bibliographies by topics / Education, Primary – Uganda / Dissertations / Theses
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Dissertations / Theses on the topic 'Education, Primary – Uganda'

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Published: 4 June 2021
Last updated: 15 February 2022

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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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11

Mugabe, Robert. "How School Management Committees monitor the implementation of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67826.

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The provision of basic education through the UPE programme has gained momentum since its inception. This is because since the government took over the roles of paying tuition fee, providing instructional materials, paying teachers and providing school infrastructure, enrolment rose, and has continued to rise. In ensuring that government resources are well utilised, the government mandated the community through SMCs and charged them with the responsibilities of mobilising school resources from the community to supplement government resources that are insufficient for schools, monitoring the uti
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12

Ogwang, Tom Henry. "Teacher agency in the reform of curriculum under universal primary education in Uganda and its implications for emerging practices." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27271.

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This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agenc
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13

Andema, Samuel. "Digital literacy and teacher education in Uganda : the case of Bondo Primary Teachers' College (PTC)." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14844.

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Claims about the potential of Information and Communication Technology (ICT) to transform education in the less developed countries of the world abound. This qualitative case study, which took place at Bondo (pseudonym) Primary Teachers’ College (PTC) in Uganda, from April to December 2008, was guided by two specific research questions, (1) What is the relationship between ICT policy and educational practice in Uganda? (2) To what extent do teacher educators use ICT in their professional practice and what challenges do they face in developing digital literacy? To address question one, the rese
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14

Nankindu, Prosperous. "Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala." University of the Western Cape, 2014. http://hdl.handle.net/11394/4109.

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Philosophiae Doctor - PhD<br>This thesis is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation of a monoglot LiEP for early literacy acquisition in a multilingual situation. The thesis analyses three LiEP instruments for Uganda, namely; (i) The 1992 Government White Paper on Education, (ii) The 1995 Constitution of the Republic of Uganda and (iii) The Uganda Education Sector Strategic Plan 2004-2015. After that analysis the study presents
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15

Abiria, Doris Maandebo. "Exploring cultural resources as pedagogical tools for language education : a case of two primary schools in Uganda." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36913.

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In 2007 Uganda launched a new curriculum called the thematic curriculum that emphasizes the use of home languages as the medium of instruction in lower primary classes and the use cultural resources such as local stories and songs as pedagogical tools to improve literacy instruction. The purpose of this study was to examine how Lugbara cultural resources like stories, songs, and riddles ‘travel’ from community sites into classrooms and how teachers used them to enhance language teaching and learning. The study was informed by the New Literacy Studies (Barton & Hamilton, 1998; Street, 1984), wh
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16

Kaburu, Gilbert. "Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.

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17

Ochwo, Pius. "Pupil, teacher, and school factors that influence student achievement on the primary leaving examination in Uganda| Measure development and multilevel modeling." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618856.

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<p> This study examined the multilevel factors that influence mathematics and English performance on the Primary Leaving Examinations (PLEs) among primary seven pupils (i.e., equivalent to the United States [U.S.] 7<sup>th</sup> graders) in Uganda. Existing student state test data from the Wakiso District were obtained. In addition, a newly created Teacher Quality Measure (TQM) was used to collect teacher data from the same district. Pupil data from primary seven (7<sup>th</sup> grade) and the TQM data were analyzed via Rasch Analysis, Analysis of Covariance, and Hierarchical Linear Modelin
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18

Ekaju, John. "An investigation into the relationship between the 1997 Universal Primary Education (UPE) policy and regional poverty and educational inequalities in Uganda (1997-2007)." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2587/.

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Past research has addressed the disparities in educational achievement for primary seven school leavers in Uganda but it did not take into account the multidimensional perspectives: those on poverty (as reported by the poor) and on educational inequalities between and within regions, particularly with regard to the impacts of the 1997 Universal Primary Education (UPE) policy. The central question for this enquiry was: whether the UPE policy reforms have eradicated the regional poverty and educational inequalities in Uganda given the evidence of a decade of UPE implementation (1997-2007). Five
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19

Oryema, Dan Emmanuel. "Decentralisation policy and education provision in Uganda : an investigation into the impact of prismatic society traits on quality management for Universal Primary Education (UPE)." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522021.

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Fifteen years since the introduction of decentralisation in Uganda, concern is now being raised over the effectiveness of this policy in the provision of quality Universal Primary Education (UPE). In 1964 Riggs proposed the "Prismatic Society Theory" as an explanation for the many and frequent failures of supposedly good policies in developing countries. In circumspection of the evidence for Riggs' argument, this study investigates the impact of prismatic society traits on the implementation of Uganda's decentralisation policy in the management of quality in UPE. Set within the qualitative res
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20

Rwantabagu, Hermenegilde. "A comparative study of language policy in primary education in multilingual African countries : with special reference to Uganda and Zaire since 1960." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019558/.

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21

Tanner, Janet Jeffery. "Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1289.

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Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on p
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22

Lee, Stevan Richard Haydn. "Impact of Uganda’s universal primary education policies." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478982.

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23

Tembe, Juliet Hirome. "Language education policy and multilingual literacies in Ugandan primary schools." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5641.

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This thesis reports on a study on multilingual language policies conducted in two primary schools in two communities in eastern Uganda, one rural and one urban, from 2005-2006. The study focused on stakeholders' responses to the new Uganda language education policy, which promotes the teaching of local languages in the first four years of schooling. The policy states that the medium of instruction is the relevant local language for Primary 1-4 in rural schools, and thereafter it is English. In the urban schools, English is the medium of instruction in all the classes and a local language is to
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24

Andema, Samuel. "Promoting digital literacy in African education: ICT innovations in a Ugandan primary teachers' college." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48513.

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This research entitled “Promoting digital literacy in African education: ICT innovations in a Ugandan primary teachers’ college” was guided by two research questions: (1) What role can digital technology and digital literacy play in improving teacher education in a rural Ugandan primary teacher’s college? (2) How has ICT policy impacted curriculum development in Ugandan education and classroom practice in two rural Ugandan primary schools? It took the form of a qualitative case study in which data were collected using classroom observations, individual interviews, focus group discussions, semi
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25

Digby, Sarah Jayne. "Ugandan pupils as decision makers : freedoms and constraints." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30813/.

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The thesis comprises a qualitative study exploring the freedoms and constraints to pupils participating in decisions relating to their education. The context of the study is within rural Uganda and includes an analysis of political, cultural and structural frameworks which may inhibit or enhance pupils from making decisions.
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26

Ochwo, Pius. "Pupil, Teacher, and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda: Measure Development and Multilevel Modeling." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1372507711.

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27

Kyambadde, James Mbabaali. "Managing the implementation of universal primary education policy in Ugandan primary schools." Thesis, 2020. http://hdl.handle.net/10500/27413.

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This research study sought to understand “how the implementation of universal primary education (UPE) policy in Ugandan primary schools is managed”. Furthermore, in exploring the challenges faced as they relate to UPE planning and organising, the research sought to provide evidence-based solutions in form of recommendations to address the planning and organising challenges identified. Considering the above, in order to understand how the implementation of UPE policy in Ugandan primary schools is managed, as part of the methodological procedures, the research process adopted by the resea
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28

Tinker, Katherine Anne. "School Fees and Primary Education in Sub-Saharan Africa, 1970-2011." 2011. http://hdl.handle.net/10222/14217.

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Education broadens the life choices and capabilities of those who receive it, and confers external benefits to society as a whole. In sub-Saharan Africa, a major issue concerning school attendance among the poor has been the direct monetary costs represented by primary school “user” fees, which became particularly commonplace in sub-Saharan African countries during the post-colonial period. While fees have been advocated in the past as a way for impoverished governments to fund the improvement and expansion of primary education, in more recent years the position of the international developmen
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29

Isingoma, Peter. "Overcrowded classrooms and learners' assessment in primary schools of Kamwenge District, Uganda." Diss., 2014. http://hdl.handle.net/10500/13885.

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This study focused on learners’ assessment practices in overcrowded classes in Kamwenge District, Uganda. Apart from a literature review, an empirical investigation based on qualitative and quantitative methods were used to collect data by the researcher at 4 primary schools in Kamwenge district so as to find answers to the research questions. The empirical findings elicited that all teachers agreed that assessment was useful to them and had a clear idea of what classroom assessment was all about. An interpretive paradigm made it possible for the researcher to gain an in-depth understanding o
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30

Kigozi, Benon. "An evaluation of music education on elementary schools in Buganda : a way forward." Thesis, 2008. http://hdl.handle.net/2263/27984.

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Music education in Buganda, and indeed Uganda as a whole, must re-define its role and nature by essentially changing its structure and character. Currently it is not adequate and relevant enough to cater for the real needs of the learners. This document entails the research undertaken to evaluate music education in elementary schools in Buganda, its historical developments, current status and a possible way forward. In ascertaining and gathering data for this empirical study, ethnographic as well as phenomenological methods were employed. Evidence was collected through literature search, recen
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31

Morgan, Christina M. "Exploring the role of technology in moving rural based educational institutions from resourced based to resourcefulness based." Thesis, 2008. http://hdl.handle.net/1828/924.

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ICT (Information Communication Technology) has enormous potential to positively impact educational institutions in developing countries. This thesis presents the results of a five month participatory study conducted in Bushenyi, Uganda on the impact ICT and ICT training had on a local primary school. This research specifically investigated the benefits and the problems associated with ICT in education, as well as, the impact of culture, training methods and research methodology.
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