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The Uganda school system has expanded over the years resulting from mass education reforms at the primary ? since 1997, and the lower secondary level ? since 2007. This has enabled provision of key inputs to schools by Government which include tuition, trained teachers, school infrastructure, and learning materials. The curriculum for the primary level was also reviewed. However, completion rates and learning outcomes are still low which points to inefficiency and low quality of education provided. Current discourse on education is focused on the need to improve efficiency and quality of education. This study is therefore, an attempt to provide a comprehensive analysis of learning outcomes and teacher effectiveness, drawing from the nationally owned and multi-year assessment data sets for Uganda between 2006-2011. This book provides some answers to questions like: What are the performance levels of learners over the years? What are the curriculum areas that learners find most difficult as measured by their performance and have these been the same over the years? What determines learners? performance? What is the content knowledge level of the teachers? What are the teacher characteristics that determine learners? performance? How effective are the teachers? Guidance on next steps is also provided. The main contribution of this book is three fold: (a) It explores learners? performance by curriculum area; (b) It links learners? performance with teachers? competency levels by curriculum content area, making it one of the very few materials available in the Africa region. It therefore, amplifies the importance of focusing on what learners find a problem in the teaching-learning process in the quest for quality. The findings also reveal that teacher effectiveness is very low and efforts to improve instructional methods have to be prioritized by Government; and (c), it provides insights on the various dimensions to the education quality and efficiency challenge that many developing countries are grappling with today, and the depth of analysis that have to be undertaken.

Curriculum planning. --- School improvement programs.

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Kaizen Kanban is a guide to creating prioritized project pipelines and setting up improvement boards to maximize business success through the execution of continuous improvement projects.

Continuous improvement process. --- Project management --- Quality control.

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Increasingly the role of management and governance is recognized as important for providing and delivering effective services at all levels of education. In view of the growing demand for more and better services at secondary education levels, these are crucial issues that must be addressed urgently. Sub-Saharan Africa's secondary education and training systems must become more efficient and more effective. The current (unit) costs of junior and senior secondary education in most African countries prevent massive expansion of post-primary education. This demands a holistic approach to governan

High schools --- Education, Secondary --- School improvement programs --- Educational accountability --- Administration. --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- Accountability in education --- Children --- High school education --- High school students --- Secondary education --- Secondary schools --- Education (Secondary) --- Education --- School management and organization --- Responsibility --- Educational indicators --- Educational productivity --- Schools --- Teenagers

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Expansion of school systems through the ongoing mass education reforms in most developing countries not only translate into increased school enrolments but also increased human and financial resources at the school level. How these resources are managed is therefore central to the quest for quality and efficiency. This book therefore, is an attempt to provide insights on how schools are managed in Uganda in terms of policy and practice. The book clearly shows that Uganda's primary education reform program is anchored on clear legislated policy framework supported by intensive provision of key

School improvement programs --- School children --- Curriculum planning --- Teacher effectiveness --- School-based management --- Food --- Site-based management (School management) --- School management and organization --- Teacher quality --- Teachers --- Effective teaching --- Curriculum development --- Education --- Instructional systems --- Planning --- Elementary school students --- Primary school students --- Pupils --- Schoolchildren --- Children --- Students --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- Curricula --- Design

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Latin America faces tremendous challenges, particularly those of development, poverty, and inequality. Education is widely recognized as one of the most critical means of defeating these challenges. Democratizing education, by improving both its coverage and quality, is critical to overcoming the social and economic inequality that plagues Latin America. Ensuring that all children have the opportunity to learn critical skills at both primary and secondary level is paramount to overcoming skill barriers that perpetuate underdevelopment and poverty. A growing body of evidence supports the intuit

Teacher education. Teacher's profession --- School management --- Latin America --- Teachers --- Rewards and punishments in education --- School improvement programs --- Salaries, etc. --- School management and organization --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- Educational psychology --- Incentive (Psychology) --- Punishment (Psychology) --- School discipline --- Incentives in education --- School employees --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers