Global ETD Search

1	Utbildningssituationen i Tanzania : En studie om hur avskaffandet av den allmänna skolavgiften har påverkat närvarograden i Kagera Alvtegen, Marcus January 2012 (has links) Tanzania har länge strävat efter att uppnå så kallad universal grundskoleutbildning, men haft blandad framgång, år 2001 genomfördes ett nationstäckande projekt för att försöka uppnå detta (BEMP). Som en del av projektet avskaffades skolavgiften i landets statliga grundskolor vilket förväntas öka närvaron i skolorna. I denna uppsats kommer en utbildningsmodell användas för att analysera hur situationen har utvecklats från år 1994 till 2004 samt effekterna av projektet. En aning förvånande så visade det sig att närvarograden har sjunkit mellan de undersökta åren. Slutsatsen som kan dras av det är att skolavgiften endast utgör en liten del av kostnaden som förknippas med grundskoleutbildningen och att det krävs fer åtgärder än att endast ta bort ekonomiska inträdeshinder för att uppnå universal grundskoleutbildning. Tanzania BEMP UPE utbildningsmodell utbildningskostnader
2	Managing the implementation of universal primary education policy in Ugandan primary schools Kyambadde, James Mbabaali 07 1900 (has links) This research study sought to understand “how the implementation of universal primary education (UPE) policy in Ugandan primary schools is managed”. Furthermore, in exploring the challenges faced as they relate to UPE planning and organising, the research sought to provide evidence-based solutions in form of recommendations to address the planning and organising challenges identified. Considering the above, in order to understand how the implementation of UPE policy in Ugandan primary schools is managed, as part of the methodological procedures, the research process adopted by the researcher followed a qualitative study approach using a case study research design (collective) as the research design or strategy, and constructivism (interpretivism) as the research paradigm. As part of the triangulation of data, a review of relevant literature was conducted in combination with semi-structured individual interviews and focus group discussions with the purposively selected UPE stakeholders responsible for the management and implementation of the UPE programme in Uganda. The participants included: UPE school principals (school or implementation level); UPE policy makers (Ministry of Education and Sports officials at national level), and district education officials and local government representatives (district level). Inductive thematic analysis was used for data analysis of this research. The main findings concerning the strength of the current UPE planning and organising framework, among others, were: UPE management and implementation is executed at the national, district and school levels and each UPE stakeholder has a role; UPE implementation management is decentralised and authority is delegated to local governments; and UPE management and implementation constitutes of guidelines and directives. On the other hand, the findings concerning the UPE planning and organising weaknesses (challenges), among others, were: inadequate financial resources in form of low UPE capitation grants; the misuse and misallocation of UPE funds; the lack of consultation and involvement of frontline UPE stakeholders and the civil society in the planning and formulation of UPE policies and the lack of qualifications and skills of the UPE stakeholders responsible for the management of the implementation of the UPE programme. Considering the research findings, under decentralisation, the top-down UPE management and implementation framework that constitutes the current UPE planning and organising framework, has failed to address key UPE management and implementation challenges especially at the school level. Therefore, based on empirical and literature review findings of this research study, the management of the implementation of the UPE programme in Uganda, although it has registered some successes, it is still constrained, faces both monetary and nonmonetary challenges and is, therefore, internally and externally inefficient. In this regard, in order to address the challenges, the researcher proposes recommendations for the national, district and school levels for consideration and adoption by the Ministry of Education and Sports in order to address the bottlenecks impeding the efficient management and implementation of the UPE programme in Ugandan primary schools. In determining the recommendations and what constitutes a successful UPE planning and organising framework, the researcher considered among other things, the participants’ suggestions, and trends or lessons from international best practices. / Educational Management and Leadership / D, Phil. (Education Management) Decentralisation International best practice Planning and organising framework Primary education UPE policy Management and implementation 379.6761
3	Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda Tanner, Janet Jeffery 08 December 2006 (has links) (PDF) Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective. Africa benchmarks business business analysis business practices corporate financial statements correlation development education Education for All EFA enrollments financial analysis financial analysis tools financial assessment financial health financial statement analysis financial statement ratio analysis fiscal viability funding government funding industry averages less developed countries LDCs model model for financial assessment national examination national exam scores norms primary school primary education private schools private secondary schools quality of education ratio analysis revenue reports school financial health schools scores secondary education secondary schools schools Sub-Sahara sustainable sustainability Uganda Uganda Revenue Authority UNEB UPE worldwide Educational Leadership

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