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.
RISE Working Paper 19/031 - An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors
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.