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Primary School Achievement in English and Mathematics in Zimbabwe
In Zimbabwe's primary schools, higher achievement in math is associated with the amount of teacher training and instructional time, as well as the pupil- teacher ratio. Higher achievement in English is associated with the pupil- teacher and textbook- to- pupil ratios as well as the amount of teacher training.
What Causes Differences in Achievement in Zimbabwe's Secondary Schools?
Textbooks and teachers are important in raising achievement, but more research is needed on what characteristics differentiate high- achieving schools from low- achieving schools.
Schools Count
World Bank Technical Paper No. 303.Reviews the design of 26 projects in Sub-Saharan Africa that were prepared by African governments and the World Bank for Bank funding. The report concludes that school-level factors need more attention in program design.
Education Inputs in Uganda
This report is based on a study prompted by the need for improved effectiveness in the use of education resources in Uganda. Uganda's problem with increasing resource constraints for education is common in many developing countries and the lessons learned in this study may be of broad interest. Currently, Uganda allocates over 31 percent of its discretionary recurrent expenditure to education and 67 percent of this is allocated to primary education. Given increasing pressures on the budgets, there is need to implement strategies focusing on those inputs most likely to improve student learning. A major impediment to rational decision making in this area is lack of knowledge about what interventions work best and under what circumstances. Without this knowledge, Government may continue spending scarce resources on inputs that may not directly contribute to student learning achievement.
