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Improving literacy and numeracy in early grades in Kenya and Uganda: Evidence from a randomized impact evaluation study

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Abstract:

Despite the improvement in access to primary education in Uganda and Kenya following the introduction of free primary education policy in 1997 and 2003 respectively, the quality of education measured by pupil achievement remains very low. This has attracted initiatives such as the Aga Khan Foundation’s (AKF) East African Quality in Early Learning (EAQEL) which is an intervention intended to help learners in early grades who are not able to read and do Math on their own. Following an experimental design, the AKF initiative is being implemented in two poor performing districts in Uganda and Kenya respectively. The intervention has two components: Core Model which is implemented at school level and requires teachers to be trained and supported in different method of teaching numeracy and literacy in early grades 1-3; and Core Model Plus which is a combination of the school activities and support for teachers and parental involvement and support at home, including having community libraries. APHRC is undertaking the impact evaluation of the intervention using randomized control trial method. A total of 229 schools are included. Baseline was undertaken in July 2009 for grades 1 and 2 and 2010 for 2010 incoming grade 1. Endline will be conducted at the beginning of 2011. In this paper we will present the Baseline results which indicate extremely dismal performance in literacy and only slightly better scores in numeracy. Kenya outperforms Uganda although both countries post very low scores in Baseline literacy and numeracy.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486174_index.html
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MLA Citation:

Oketch, Moses. and Ngware, Moses. "Improving literacy and numeracy in early grades in Kenya and Uganda: Evidence from a randomized impact evaluation study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486174_index.html>

APA Citation:

Oketch, M. and Ngware, M. "Improving literacy and numeracy in early grades in Kenya and Uganda: Evidence from a randomized impact evaluation study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486174_index.html

Publication Type: Panel Paper
Abstract: Despite the improvement in access to primary education in Uganda and Kenya following the introduction of free primary education policy in 1997 and 2003 respectively, the quality of education measured by pupil achievement remains very low. This has attracted initiatives such as the Aga Khan Foundation’s (AKF) East African Quality in Early Learning (EAQEL) which is an intervention intended to help learners in early grades who are not able to read and do Math on their own. Following an experimental design, the AKF initiative is being implemented in two poor performing districts in Uganda and Kenya respectively. The intervention has two components: Core Model which is implemented at school level and requires teachers to be trained and supported in different method of teaching numeracy and literacy in early grades 1-3; and Core Model Plus which is a combination of the school activities and support for teachers and parental involvement and support at home, including having community libraries. APHRC is undertaking the impact evaluation of the intervention using randomized control trial method. A total of 229 schools are included. Baseline was undertaken in July 2009 for grades 1 and 2 and 2010 for 2010 incoming grade 1. Endline will be conducted at the beginning of 2011. In this paper we will present the Baseline results which indicate extremely dismal performance in literacy and only slightly better scores in numeracy. Kenya outperforms Uganda although both countries post very low scores in Baseline literacy and numeracy.


Similar Titles:
Improving literacy and numeracy in early grades in Kenya and Uganda: Piloting the Reading to Learn (RtL) model in public primary school lower grades

Improving literacy and numeracy in early grades in Kenya and Uganda: Evidence from randomized control trial impact evaluation of Reading to Learn (RtL)

How much does it cost to improve reading and numeracy in early grades: Cost-effectiveness Analysis of EAQEL Intervention in Kenya and Uganda


 
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