Universal Primary Education for Equal Growth? The Paradox of Large Classes in Uganda

Nakabugo Mary Goretti

国際教育協力論集

Journal of International Cooperation in Education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

When Universal Primary Education (UPE) was launched in Uganda, school enrolments increased from 2.7 pupils in 1996 to 5.3 in 1997, and to 7.2 million in 2007. Even though this was followed by an increase in the number of teachers and classrooms, large classes of 70+ learners are not uncommon. Whereas UPE is viewed as a strong tool in redressing inequality and reducing poverty levels, it could negatively impact on economic growth if the quality provided is lacking. Realising that it would be much easier to adapt to large classes than is possible to reduce class size, this research investigated instructional strategies in Ugandan classrooms, with a specific focus on those providing practical teaching suggestions and examples of good practice. Teachers were found to have devised strategies to cope with large classes although most of them needed further development if they were to promote education for empowerment and growth.

Education [ 370 ]

eng

広島大学教育開発国際協力研究センター

Copyright (c) 2008 「国際教育協力論集」編集委員会

[ISSN] 1344-2996

[NCID] AA11281847