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.
RISE Working Paper 17/018 - Review of High Stakes Examination Instruments in Primary and Secondary School in Developing Countries
Much has been written about the difference in education outcomes between public and public-private partnership (PPP) schools. According to a review by Ark, so far there is insufficient or modest evidence linking PPPs—including contract schools, subsidies, and vouchers—with better learning outcomes (as distinct from evidence about public versus private [non-PPP] schools).