Twenty-two years ago, Uganda followed Malawi’s 1994 lead in rolling-out tuition-free primary education. Today, both countries are stuck in an inferior equilibrium of low-quality education with high grade repetition and early dropouts.
System (In)Coherence Seen through a Curriculum Lens: Ugandan Teachers Face Conflicting Demands from Curriculum and Examination Bodies
Core to the RISE Programme’s systems framework is the need for education systems to be coherent for learning. With the rapid increase in schooling attainment in recent decades, education systems in many developing countries are primarily coherent for schooling—getting more kids in school for more years.
When Pratham used simple “report cards” to provide information about learning outcomes to villages in India, the intervention largely failed. There was no improvement in attendance of children or teachers, no improvement in learning outcomes; and parents, teachers, and village education committees did not become more engaged with the schools (Banerjee et al., 2010).
This blog was written by members of the RISE Pakistan Country Research Team and was published through voxeu.org. The piece first appeared on the VoxDev.org website on 26 June 2017.