IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Policy Coherence for Development: A Case Study of Uganda's Primary Education Sub-Sector

Policy Coherence for Development: A Case Study of Uganda's Primary Education Sub-Sector
View Sample PDF
Author(s): Bruno Lule Yawe (Makerere University, Uganda)
Copyright: 2014
Pages: 20
Source title: Educational Technology Use and Design for Improved Learning Opportunities
Source Author(s)/Editor(s): Mehdi Khosrow-Pour (Information Resources Management Association, USA)
DOI: 10.4018/978-1-4666-6102-8.ch012

Purchase

View Policy Coherence for Development: A Case Study of Uganda's Primary Education Sub-Sector on the publisher's website for pricing and purchasing information.

Abstract

The elimination of school fees at Uganda's primary education level was accelerated by the 1996 first direct presidential elections. Since the inception of the universal primary education in 1996 and its actual operationalization in 1997, universal primary education is synonymous with primary education. Because school fees were eliminated before infrastructural improvements in the school system had been undertaken, the access shock created by the elimination of fees resulted in a substantial initial decrease in resources available per pupil and a large increase in the pupil-teacher ratio. The purpose of this chapter is to identify the policy incoherencies as well as research or knowledge gaps relating to Uganda's primary education. Nevertheless, what happens in other sectors outside the education sector has strong implications for the realization of the universal primary education objectives. Uganda's universal primary education policy is being undermined by policies within the education sector and policies in other sectors. As such, there is need to mainstream universal primary education into all relevant sectoral policies using the Education-In-All-Policies Approach, which would be in the nature of the Health-In-All Policies Approach as well as the Gender-In-All-Policies Approach.

Related Content

The (Revised List of) Top 10 Technologies for 21st Century Instruction
Lawrence A. Tomei. © 2017. 19 pages.
View Details View Details PDF Full Text View Sample PDF
ICT in Chinese Higher Education: Opportunities and Challenges
Xiaobin Li. © 2017. 14 pages.
View Details View Details PDF Full Text View Sample PDF
Transformative Learning and Technology in Adult and Vocational Education
Victor C. X. Wang, Patricia Cranton. © 2017. 15 pages.
View Details View Details PDF Full Text View Sample PDF
Development of a Scale to Measure Attitudes toward Information Technology
Anu A. Gokhale, Kenton F. Machina. © 2017. 16 pages.
View Details View Details PDF Full Text View Sample PDF
A Model for an Adaptive Hypermedia Learning System Based on Data Mining Technique
Mahnane Lamia, Mohamed Hafidi. © 2017. 21 pages.
View Details View Details PDF Full Text View Sample PDF
Teachers' Use of Assistive Technologies in Education
Vicki Donne, Mary Hansen. © 2017. 16 pages.
View Details View Details PDF Full Text View Sample PDF
Assessing Impact of ICT Intercultural Work: The Dissolving Boundaries Program
Angela Rickard, Roger S. P. Austin. © 2017. 19 pages.
View Details View Details PDF Full Text View Sample PDF
Body Bottom