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GPE's Work in Countries Affected by Fragility and Conflict. Policy Brief
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Andersen, Jesper – Global Partnership for Education, 2018
In 2015, one in every two primary aged refugee child was missing out on primary education, and three in every four had no access to secondary education. The five least developed countries in the list of top 10 refugee hosting countries in the world in 2016 were all Global Partnership for Education (GPE) partners: Democratic Republic of Congo…
Descriptors: Elementary School Students, Refugees, Conflict, Access to Education
Do Learning and Teaching Materials Influence Learning Outcomes Amidst High Enrolments? Lessons from Uganda's Universal Primary Education
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Busingye, Janice Desire; Najjuma, Rovincer – Africa Education Review, 2015
Education systems in third world countries are grappling with high enrolments of children in schools, amidst dwindling resources. In this article, the authors question whether learning/teaching materials influence learning outcomes in a context where policy is more concerned about enrolment than quality of service. This article is drawn from data…
Descriptors: Foreign Countries, Elementary Education, Instructional Materials, Enrollment Rate
The Impact of the 1997 Universal Primary Education (UPE) Policy on Lifelong Learning in Uganda: A Decade of UPE Reforms (1997-2007)
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Ekaju, John – International Journal of Lifelong Education, 2011
This study examined the relationship between the 1997 UPE policy and regional educational and poverty inequality and its impact on lifelong learning through a one-year field based critical ethnography in Uganda, between June 2007 and May 2008. It drew on the Government's assumption that through UPE the twin goals of the universalisation of primary…
Descriptors: Foreign Countries, Educational Policy, Primary Education, Elementary Education
Free Education and Social Inequality in Ugandan Primary Schools: A Step Backward or a Step in the Right Direction?
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Zuze, Tia L.; Leibbrandt, Murray – International Journal of Educational Development, 2011
The intent of this study is to understand both direct and indirect resource effects in the context of a mass education system in Uganda. We find that under certain conditions, policies that promote physical resource availability can lead to substantial equity gains. A school's social composition appears to improve educational quality but it is…
Descriptors: Educational Quality, Educational Change, Elementary Education, Equal Education