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Uganda Case Study Summary Report

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Abstract
In 1993, USAID initiated SUPER, a seven-year (1993-2000), $108 million package of support combining non-project ($83 million) and project ($25 million) assistance to help the Government of Uganda realize the four reforms. 1. Improve teachers’ terms and conditions of service. 2. Allocate resources to allow local-level decision-making on school management for improving quality and increasing the equity of primary education. (This objective also sought to increase the participation of parents and community leaders to improve the quality of primary schools.) 3. Establish a sustainable system of allocating resources for instructional materials. 4. Strengthen teacher training programs by improving curriculum content, making standard materials available, and integrating pre-service, in-service, and management training to increase the percentage of trained teachers and administrators. Through its project assistance, SUPER supported the development and implementation of the Teacher Development Management System (TDMS), the principal objective of which was to restructure the role of Uganda’s Primary Teacher Colleges (PTCs) to strengthen teacher training. The basic premise of TDMS was the integration of pre-service, in-service, and management training for teachers and administrators in Uganda’s primary schools. TDMS supported by SUPER designated 18 PTCs as “core” PTCs. SUPER supported these PTCs with funding, in-kind support, tools, and technical assistance to act as a hub for surrounding primary schools to which the PTCs would implement and deliver in-service teacher training.
Type
Evaluation Report
Date
2017-10
Publisher
USAID
Degree
Advisors
License
Attribution-NonCommercial-NoDerivatives 4.0 International
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
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