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E309 Block 1 week cont3 - Coggle Diagram
E309 Block 1 week cont3
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One important benefit that can easily be overlooked is that it can help teachers become more confident and enjoy teaching. When teachers enjoy what they do, children in turn enjoy coming to school and learning.
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The Learning Policy Institute reviewed 35 rigorous studies that demonstrated positive links between teacher professional development, teaching practices, and student outcomes (Darling-Hammond et al, 2017 cited in MM).
led to the concentration of resources away from higher education, secondary education, and lifelong learning to primary education.
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According to UBOS (2005) 31% of Ugandans live below the poverty line. Green argues that: ‘Education is crucial in breaking the cycle of poverty’ (42).
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The literature indicates that Uganda was the first country to adopt a Poverty Reduction Strategy Plan—(PRSP) (UNESCO 2008).
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launch of UPE in 1997 was accompanied by a dramatic increase in the enrolment of children from 5.6 million in 1996 to 6.5 million in 2001. In 2007 there approximated to be more than seven million pupils enrolled in primary schools in Uganda.
January 1997 Uganda launched the Universal Primary Education (UPE) policy to strive towards getting all children into primary school (World Bank 2006: 15)
In Northern Uganda, only 1.7% completed this cycle (UNICEF 2006). This is an irony since it was envisaged that, by getting all children to school, the problem of adult illiteracy and lifelong learning would be resolved.
national level, only 22% of those children who entered UPE in 1997 completed the seven-year primary school cycle in 2003
According to the Uganda National Household Survey (UNHS) 2005/2006 (Uganda Bureau of Statistics 2005)
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Household poverty has limited the ability of the majority of parents to contribute to the school related costs. Soroti district is named as having one of the highest concen- trations of poor people living under the poverty line in Eastern Uganda, with a poverty density of 53% (Kelly 2009)