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Dimensions of inequality in children’s literacy and numeracy in Uganda: Evidence from a household-based assessment

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  • Urwick, James

Abstract

This study examines factors that help to account for the large inequalities in the reading and numeracy skills of children aged 6–14 in Uganda. The analysis is based on a sub-sample of the Uwezo assessment and survey data of 2018. Attention is drawn to the effects of child absenteeism, ‘memory difficulty’, different kinds of household technology, preschool experience, private school attendance and regional poverty. It is argued that interventions needed to achieve more equitable outcomes would imply a stronger commitment to state responsibility for education, both at the pre-primary and the primary level. Further research on school practices that enhance the learning of basic skills is also recommended.

Suggested Citation

  • Urwick, James, 2022. "Dimensions of inequality in children’s literacy and numeracy in Uganda: Evidence from a household-based assessment," International Journal of Educational Development, Elsevier, vol. 88(C).
    • Handle: RePEc:eee:injoed:v:88:y:2022:i:c:s0738059321001784
    DOI: 10.1016/j.ijedudev.2021.102525
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    References listed on IDEAS

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    2. Lewin, Keith M, 2020. "Beyond business as usual: Aid and financing education in Sub Saharan Africa," International Journal of Educational Development, Elsevier, vol. 78(C).
    3. Bouhlila, Donia Smaali, 2015. "The Heyneman–Loxley effect revisited in the Middle East and North Africa: Analysis using TIMSS 2007 database," International Journal of Educational Development, Elsevier, vol. 42(C), pages 85-95.
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